What You See is All There Is: Not-much information usually seems like enough.

Back in 1996, I wrote a paper I called “Decision Making, the Failure of Principles, and the Seduction of Attention,” in which I claimed that most of our dramatic “moral lapses” are not the result people intentionally trying to hurt others. Rather, most of the harm humans inflict on other humans results from the manner in which we deploy attention. We are able to make any moral issue vanish simply by not paying attention to it. Quite often we develop habits of not paying attention to certain aspects of the world—a classic habit for Americans is not considering that on planet Earth, a child starves to death every 5 seconds. If you have habituated yourself to not-think about this horrible and undeniable fact, it is quite easy to blow a large sums of money on things like poodle-haircuts, vacation homes, and even a steady stream of fancy meals. Near the beginning of my paper, I argued that human animals are more than happy to act out of ignorance because it never actually seems that we are acting out of ignorance. Instead, humans readily assume that they have sufficient information for making important decisions even when a smidgeon of self-critical conscious thought would instantly reveal that they are woefully under-informed. When it comes to making decisions, we are fearless in our ignorance. In the paper I mentioned above, I described various ways that cognitive science has demonstrated that human attention is severely limited. Thanks to cognitive science (but not thanks to common sense) we know that we can only see eighteen characters of text per saccade while we read, which invites computer-assisted experimenters to continually, and in real-time, fill extra-foveal regions with garbage, unbeknownst to readers. See “A Critique of Pure Vision,” P. Churchland, V. Ramachandran, & T. Sejnowski, p. 37-38. Using conversation shadowing, Broadbent and Treisman demonstrated that one’s ability to absorb multiple simultaneous conversations is severely limited. Attention is bottlenecked at the site of working memory, as well as during perception. As George Miller pointed out long ago, “[T]he span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process and remember.” George A. Miller, “The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information,” The Psychological Review, Vol. 63, No. 2 (March, 1956). Given that humans have such tiny attentional windows, it is surprising the extent to which we take it for granted that we share the same world. The world is laughingly beyond our capacity to fathom without rampant simplification.

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The roots of human difference and conflict

My prejudice has long been that most human conflicts can be traced to base-level differences, minor seeming micro-differences, until they clash at macro levels.   I tried to describe this by reference to an incident in the movie "Apollo 13." Here's another way of expressing this same idea:

We proceed from the working hypothesis that inferential and judgmental errors arise primarily from nonmotivational—perceptual and cognitive—sources. Such errors, we contend, are almost inevitable products of human information-processing strategies. In ordinary social experience, people often look for the wrong data, often see the wrong data, often retain the wrong data, often weight the data improperly, often fail to ask the correct questions of the data, and often make the wrong inferences on the basis of their understanding of the data. With so many errors on the cognitive side, it is often redundant and unparsimonious to look also for motivational errors. We argue that many phenomena generally regarded as motivational (for example, self-serving perceptions and attributions, ethnocentric beliefs, and many types of human conflict), can be understood better as products of relatively passionless information-processing errors than of deep-seated motivational forces.

R. Nisbett and L. Ross Human Inference: Strategies and Shortcomings of Social Judgment, p. 12 (1980). The solution to most social conflict, then, is not fighting wars or even yelling at each other.  It is striving to be smart--working hard to identify those low-level differences.    That is one of the main reasons why I find Jonathan Haidt's ideas so valuable.   Rather than demonize (which we should avoid at all costs), we should work hard to determine why we disagree.  Where is it that our world-views diverge?

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Why we kill and why THEY kill

Here's what Glenn Greenwald has to say about the way we characterize the motives of Americans who kill others versus others who kill Americans:

Here’s a summary of the Western media discussion of what motivated U.S. Staff Sgt. Robert Bales to allegedly kill 16 Afghans, including 9 children: he was drunk, he was experiencing financial stress, he was passed over for a promotion, he had a traumatic brain injury, he had marital problems, he suffered from the stresses of four tours of duty, he “saw his buddy’s leg blown off the day before the massacre,” etc. Here’s a summary of the Western media discussion of what motivates Muslims to kill Americans: they are primitive, fanatically religious, hateful Terrorists.
Although Greenwald doesn't analyze it in such terms, this is the classic ingroup-outgroup effect. For ingroup members, we make excuses. For members of outgroups, we pour on the venom. Most Americans are repulsed by the idea that we would actually try to understand the "terrorists'" actions by trying the see the world through their eyes. What is that viewpoint? Greenwald offers some ideas:
[T]hey’re responding to American violence in their country; they are traumatized and angry at the continuous deaths of Muslim children and innocent adults; they’ve calculated that striking at Americans is the only way to deter further American aggression in their part of the world.

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Make sure your children experience failure

Tom Hoerr is the is head of school at the New City School in St. Louis (a school both of my daughters have attended). In an article titled, "Got Grit?" at the website of Educational Leadership, Tom reminds us that it is critically important for children to experience failure:

As important as scholastic preparation is (and it is important), it is only part of what students need to succeed in life. Howard Gardner's personal intelligences, Daniel Goleman's emotional intelligence, and Carol Dweck's mindsets all reflect the fact that our attitudes are even more important than our skills . . . As educators, part of our job is to ensure that every child finds success, and an important part of finding success is knowing how to respond to failure. As soccer star Mia Hamm said, "Failure happens all the time. It happens every day in practice. What makes you better is how you react to it." People who have not learned to respond well to frustration and failure are likely to choose paths without much risk or challenge and thus destine themselves to a life of predictability, safety, and mediocrity.
I've also been impress with the writings of Gardner, Goleman and Dweck, and I've commented on each of them at this site.

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