scholarly journals Teaching the Monty Hall Dilemma to Explore Decision-Making, Probability, and Regret in Behavioral Science Classrooms

2018 ◽  
Vol 12 (2) ◽  
Author(s):  
Kevin L Bennett
Keyword(s):  
Decision Making ◽  
Behavioral Science ◽  
Science Classrooms ◽  
Monty Hall Dilemma ◽  
Monty Hall

scholarly journals Responses to Modified Monty Hall Dilemmas in Capuchin Monkeys, Rhesus Macaques, and Humans

2018 ◽  
Vol 31 ◽  
Author(s):  
Julia Watzek ◽  
Will Whitham ◽  
David A. Washburn ◽  
Sarah F. Brosnan
Keyword(s):  
Decision Making ◽  
Rhesus Macaques ◽  
The Other ◽  
Comparative Approach ◽  
Capuchin Monkeys ◽  
Monty Hall Dilemma ◽  
Decision Making Processes ◽  
Monty Hall ◽  
Text Version ◽  
Switch Strategy

The Monty Hall Dilemma (MHD) is a simple probability puzzle famous for its counterintuitive solution. Participants initially choose among three doors, one of which conceals a prize. A different door is opened and shown not to contain the prize. Participants are then asked whether they would like to stay with their original choice or switch to the other remaining door. Although switching doubles the chances of winning, people overwhelmingly choose to stay with their original choice. To assess how experience and the chance of winning affect decisions in the MHD, we used a comparative approach to test 264 college students, 24 capuchin monkeys, and 7 rhesus macaques on a nonverbal, computerized version of the game. Participants repeatedly experienced the outcome of their choices and we varied the chance of winning by changing the number of doors (three or eight). All species quickly and consistently switched doors, especially in the eight-door condition. After the computer task, we presented humans with the classic text version of the MHD to test whether they would generalize the successful switch strategy from the computer task. Instead, participants showed their characteristic tendency to stick with their pick, regardless of the number of doors. This disconnect between strategies in the classic version and a repeated nonverbal task with the same underlying probabilities may arise because they evoke different decision-making processes, such as explicit reasoning versus implicit learning.

Working Memory Capacity and a Notorious Brain Teaser

2006 ◽  
Vol 53 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Wim De Neys ◽  
Niki Verschueren
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Task Load ◽  
Normative Reasoning ◽  
Monty Hall Dilemma ◽  
Monty Hall ◽  
Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

Supporting Responsive Federal Drug Sentencing Through Education in the Workshop on Science-Informed Decision Making

2021 ◽  
Vol 34 (1) ◽  
pp. 12-22
Author(s):  
Hon. Nancy Gertner ◽  
Dr. Judith Edersheim ◽  
Dr. Robert Kinscherff ◽  
Cassandra Snyder
Keyword(s):  
Decision Making ◽  
Behavioral Science ◽  
Skills Training ◽  
Informed Decision ◽  
Probation Officers ◽  
Informed Decision Making ◽  
Sentencing Decisions ◽  
Federal Judiciary ◽  
Federal Districts ◽  
Federal Judges

On the federal level, judicial education in sentencing has been focused primarily on preparing judges to calculate and apply the Federal Sentencing Guidelines. But in an advisory guidelines context, making individualized assessments in drug cases requires education in the science of addictions, the drivers of behavior, and the prospects for behavior change when substances are involved. Neuroscience and the sciences of human behavior provide clarifying insight into substance-driven behaviors and cognitions that are routinely encountered in federal drug cases. These disciplines support individualized sentencing by shedding new light on the nature of inhibitory control, the reasonable expectations for relapse, and the distinctions that can be drawn based on science between different treatment interventions. In this Article, we report on the Workshop on Science-Informed Decision Making, an education initiative in the federal judiciary. Since 2016, it has provided education in neuroscience and behavioral science, as well as skills training in individualizing sentences using insights from that science, to U.S. district judges, magistrate judges, and pretrial services and probation officers in thirty-two federal districts. We describe the case-study-based instructional approach of the workshop, including some of the misconceptions about addiction behavior it addresses, and explain why we believe that this kind of education helps federal judges, and pretrial services and probation officers, craft more responsive sentencing decisions and recommendations.

scholarly journals Apprendre à regarder pour voir

lieuxdits ◽  
2011 ◽  
pp. 13-17
Author(s):  
Joëlle Houdé ◽  
Damien Claeys
Keyword(s):  
Decision Making ◽  
Behavioral Science ◽  
Le Corbusier ◽  
American Economic Review

/ Citation : Joëlle Houdé et Damien Claeys, "Apprendre à regarder pour voir", lieuxdits#1, UCLouvain - Louvain-la-Neuve : Faculté LOCI, juin 2011, pp.13-17. Bibliographie I. Ramonet, Propagandes silencieuses, Paris : Gallimard, 2004. E. Husserl, Méditations cartésiennes, II, 14, Paris : PUF, 2004 (Rééd. 1950) J.-J. Wittezaele, L’homme rela- tionnel, Paris : Seuil (Coll. : Couleur psy), 2003 R. Van Durme, Bruxelles, 2007 N. Rase, Bruxelles, 2010 W. Benjamin, « Petite histoire de la photographie » in L’homme, le langage, la culture, Paris : Denoël C. Honoré, Éloge de la lenteur, Paris : Marabout, 2005 H. Gaudin, Pour trait, Colloque du Centenaire Du dessein au dessin, Bruxelles : La lettre volée, (Coll. : Essais), 2007 Le Corbusier, L’Atelier de la Recherche Patiente, Paris : Vincent, Fréal et Cie, 1960 Assouline P., Cartier-Bresson, L’œil du siècle, Paris : Gallimard, 2001 H. Cartier-Bresson, "L’instant décisif ", in Images à la sauvette, Paris : Verve,1952 H. Gaudin, Pour trait, Colloque du Centenaire Du dessein au dessin, Bruxelles : La lettre volée, (Coll. : Essais), 2007 Ludovic Blanckaert & Adrien Verschuere, "Pierre Von Meiss, Interview" in Drese J. (Dir.), Les cahiers de l’architecture, ISA Saint- Luc de Tournai, n°14 A. Lemaire, Autriche, 2008 M. Fabre, Autriche, 2008 J.-P. Durand, "Entretien avec Luigi Snozzi", La représentation du projet, Paris : La Villette, 2003 Architecture Saint-Luc Bruxelles 2000- 1, Bruxelles : ARC, 1999, p.15 Ch. Duboux, Le dessin comme langage, Lausanne : PPUR, 2009 Le Corbusier, Le dessin comme outil, catalogue d’exposition, Lyon : Fage, 2006 Th. de Quirini , Liège, mention bac 1, 2010 S.Beuzart, Cologne, 1er prix bac 1, 2010 O. Julienne, Figino et environs, 1er prix bac 2, 2010 H. Cartier-Bresson, "L’ins- tant décisif ", in Images à la sauvette, Paris : Verve, 1952 G. Bachelard, La formation de l’esprit scientifique, Paris : Vrin, 1938 (Rééd. 2004) A. Machado, Champs de Castille, Paris : Gallimard, 1973 (Rééd. 1936, p. 205) D. Duchemin, L’ âme du photo- graphe, Paris : Pearson, 2004 Cartier-Bresson H., op. cit., Paris : Verve, 1952 D. Duchemin, L’âme du pho- tographe, Paris : Pearson, 2004. H. Simon, "Theories of Decision-Making in economics and Behavioral Science", American Economic Review, 49, n° 1, 1959

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