Framing effects and rationality
Framing effects and rationality
复制标题
框架效应与合理性
DOI:
10.1093/acprof:oso/9780199216093.003.0004
复制
发表时间:
2008
影响因子:
11.1
通讯作者:
R. Craig
中科院分区:
文献类型:
--
作者:
S. A. McKenzie;R. Craig
Most research in experimental psychology aims to construct good models of human cognitive faculties. Some important work, however, is not principally invested in the search for descriptive models of cognition. This research aims instead to test the empirical fit of a special class of cognitive and behavioral models, deemed interesting in their own right—the so-called ‘rational actor’or ‘rational choice’models (Shafir & LeBoeuf, 2002). Even if psychologists unanimously rejected these models on empirical grounds (as most do), many would still seek to study their patterns of empirical divergence and fit. This is because of the apparent practical and philosophical significance of rational actor models, as well as their undeniable prominence in the social sciences.A further strand of research, amply documented in the present volume, attempts to fuse empirical and normative studies, modeling rational actors and human actors interactively. This tradition is not interested in the classical rational actor models per se; it supposes, instead, that better normative models can be developed by looking closely at human behavior, and that a deeper understanding of human behavior can be achieved with the aid of suitable normative models. Some investigators in this third tradition make explicit working assumptions about the optimality of human psychological processes. Others (the present authors among them) share the basic intuition that normative and empirical analyses commonly shed valuable light on one another, albeit in sometimes subtle ways. Still, the simple question of the empirical fit of the classical rational actor models is the central concern in several research areas in experimental psychology. This chapter examines one such area: the study of framing effects in judgment and choice. Empirical tests of rational models run into two classes of problems. The first class is the common frustration of all experimental research in psychology: it is necessary, though often maddeningly difficult, to keep a thorough accounting of the information that is available to the subject. If the characterization of experimental inputs is incomplete, the observed outputs can severely mislead the analyst. Human cognition