Vox Peritorum: Capitalizing on Confidence and Projection to Characterize Expertise

Theory and research seek to isolate the properties of experts in judgment and decision-making tasks. Confidence in judgment and social projection have emerged as two important meta-judgmental markers. The joint utility of these two indicators of expertise has not been considered yet. We show that the joint study of individual and contextual differences in confidence and projection offers new opportunities to understand expertise. Our theoretical premise is that experts can solve difficult tasks, and do so with high confidence while knowing that few others accomplish this. In a reanalysis of data from Prelec and colleagues (2017) we show that expert judgments are accompanied by higher confidence and less social projection than judgments made by non-experts. Only among experts, confidence and projection are weakly correlated. Moreover, experts align their rate of projection with the difficulty of the judgment task. The present results support a new and integrative approach to the study of experts and expert judgment. We discuss the limitations of the present work and point to future research questions.

EL TURISMO MARINERO COMO OPCIÓN DE DESARROLLO LOCAL SOSTENIBLE A PARTIR DEL EMPODERAMIENTO FEMENINO

El turismo marinero se ha convertido en un referente turístico con más de dos décadas de expansión a nivel internacional y en continuo crecimiento. En este contexto, el presente trabajo tiene como objetivo estudiar el turismo marinero como opción de desarrollo local sostenible a través del empoderamiento femenino. El estudio se ha basado en entrevistas semiestructuradas a mujeres que lideran proyectos de turismo marinero en Galicia y en un análisis de contenido de las noticias sobre el tratamiento que la prensa les otorga. Los resultados evidencian que la mayor parte de los proyectos tienen un carácter innovador, diversificado, participativo y responsable. Se constata que, a pesar del evidente avance, es necesario promover más la iniciativa empresarial femenina en el ámbito del turismo marinero, además de fomentar su presencia y proyección social a través de los medios. Marine tourism has become a tourist reference with more than two decades of international expansion and continuous growth. In this context, the present work aims to study marine tourism as an option for sustainable local development through female empowerment. The study has been based on semi-structured interviews with women who lead marine tourism projects in Galicia and on a content analysis of the news on the treatment that the press gives them. The results show that most of the projects are innovative, diversified, participatory and responsible. It is found that, despite the evident progress, it is necessary to further promote female entrepreneurship in the field of marine tourism, in addition to promoting their presence and social projection through the media.

Moral character and the civic mission of American universities: The Catholic, Jesuit vision of justice education

The formation of students’ moral character is a critical part of civic engagement programs in US higher education. This is especially evident in Catholic, Jesuit education, which emphasizes pedagogical practices at the intersection of faith and justice. Advances in the fields of moral psychology and civic education, particularly service-learning, further clarify the vision of justice found in both the Jesuit tradition and the emancipatory ideals of American democracy. The influence of the Center for Service and Community Engagement at Saint Louis University, a mid-sized Jesuit institution in the Midwestern United States, signals a way for making this vision a reality through “social projection.”

Evolución de la educación en valores y su proyección social en la escuela inclusiva

En el presente artículo se realiza un análisis crítico-descriptivo de la evolución que ha experimentado la educación en valores dentro sistema educativo español. Se analiza dicha educación a través de los temas transversales y el desarrollo de las competencias que contempla la legislación vigente, todo ello en el marco de la escuela inclusiva como una superación de la escuela integradora. Asimismo, se describe la proyección social que tiene la educación en valores que se desarrolla en el ámbito escolar, apostando por el fomento de una buena convivencia y una resolución pacífica del conflicto, todo ello con la intención de alcanzar una formación integral y armónica a nivel personal y social del niño y adolescente. The present paper carries out a critical-descriptive analysis of the evolution of education in values experienced in the Spanish education system. This type of education is looked at through transversal topics of discussion and the development of the competences included in the current legislation, all within the framework of inclusive schools as an alternative to the integrative school. Also, the social projection of education in values present in the schools is described, advocating for the promotion of proper coexistence and peaceful conflict resolution, all within an integral and harmonious development of children and adolescents at a personal and social level.

Self-Enhancement Error Motivates Social Projection

Social projection is the tendency to assume that others are similar to the self, whereas self-enhancement is the tendency to see them as inferior. Although these concepts appear to be in conflict, we suggest that both can stem from the same motive of self-protection. In three studies, we show that respondents overestimate the prevalence of self-enhancement bias in others and predict that most self-enhancement entails an error in judgment. Critically, we find that social projection is strongest among those who learn that they have committed a self-enhancement error. Those who receive feedback saying that their positive self-evaluations are false project this outcome onto others. We also find that self-enhancement errors degrade perceptual accuracy. We discuss how self-protection motives affect both self-evaluation and social projection, and how social judgments that appear inductively rational may stem from arational processes of need satisfaction.

Self-Enhancement Error Motivates Social Projection

Social projection is the tendency to assume that others are similar to the self, whereas self-enhancement is the tendency to see them as inferior. Although these concepts appear to be in conflict, we suggest that both can stem from the same motive of self-protection. In three studies, we show that respondents overestimate the prevalence of self-enhancement bias in others and predict that most self-enhancement entails an error in judgment. Critically, we find that social projection is strongest among those who learn that they have committed a self-enhancement error. Those who receive feedback saying that their positive self-evaluations are false project this outcome onto others. We also find that self-enhancement errors degrade perceptual accuracy. We discuss how self-protection motives affect both self-evaluation and social projection, and how social judgments that appear inductively rational may stem from arational processes of need satisfaction.

LA EDUCACIÓN EN LÍNEA EN LA UNIVERSIDAD TÉCNICA DE MANABÍ. RESULTADOS EN EL APRENDIZAJE DE LOS ESTUDIANTES DE LA CARRERA DE EDUCACIÓN BÁSICA

En la investigación realizada se exponen algunas consideraciones teóricas respecto al papel y características del aprendizaje en línea en su aplicación a la educación virtual en la Universidad Técnica de Manabí, teniendo en cuenta el papel de la nueva educación tecnológica de la información en el enriquecimiento de la formación virtual universitaria. La cultura Social Universitaria, entendida como proyección social, extensión universitaria o servicio social, entraña una realidad como consecuencia inevitable de la enseñanza-aprendizaje y la investigación y responde al principio universal de hacer el bien y compartirlo con los demás. En esa búsqueda de la verdad universal, a través de la investigación, que luego se comparte en el proceso enseñanza-aprendizaje, está presente en potencia un acto de servicio y utilidad del conocimiento para la sociedad. PALABRAS CLAVE: educación en línea; educación tecnológica; formación virtual; proyección social; extensión universitaria ONLINE EDUCATION AT THE MANABÍ TECHNICAL UNIVERSITY. RESULTS IN THE LEARNING OF THE STUDENTS OF THE BASIC EDUCATION CAREER ABSTRACT In the research carried out some theoretical considerations regarding the role and characteristics of online learning as applied to virtual education at the Technical University of Manabí are presented, considering the role of new information technology education in enriching the virtual training. The university Social culture, understood as social projection, university extension and social service entails a reality as inevitable consequence of the teaching-learning and research and respond to the universal principle of doing good and share it with others. In the search for universal truth through research, which is then shared in the teaching -learning process, power is present in an act of service and knowledge useful to society. KEYWORDS: online education; technologic education; virtual training; social projection; university extension.

Escalation in conflict games: on beliefs and selection

We study learning and selection and their implications for possible effort escalation in a simple game of dynamic property rights conflict: a multi-stage contest with random resolve. Accounting for the empirically well-documented heterogeneity of behavioral motives of players in such games turns the interaction into a dynamic game of incomplete information. In contrast to the standard benchmark with complete information, the perfect Bayesian equilibrium features social projection and type-dependent escalation of efforts caused by learning. A corresponding experimental setup provides evidence for type heterogeneity, for belief formation and updating, for self-selection and for escalation of efforts in later stages.