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Learning to Make Collective Decisions: The Impact of Confidence Escalation

Overview of attention for article published in PLOS ONE, December 2013
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Title
Learning to Make Collective Decisions: The Impact of Confidence Escalation
Published in
PLOS ONE, December 2013
DOI 10.1371/journal.pone.0081195
Pubmed ID
Authors

Ali Mahmoodi, Dan Bang, Majid Nili Ahmadabadi, Bahador Bahrami

Abstract

Little is known about how people learn to take into account others' opinions in joint decisions. To address this question, we combined computational and empirical approaches. Human dyads made individual and joint visual perceptual decision and rated their confidence in those decisions (data previously published). We trained a reinforcement (temporal difference) learning agent to get the participants' confidence level and learn to arrive at a dyadic decision by finding the policy that either maximized the accuracy of the model decisions or maximally conformed to the empirical dyadic decisions. When confidences were shared visually without verbal interaction, RL agents successfully captured social learning. When participants exchanged confidences visually and interacted verbally, no collective benefit was achieved and the model failed to predict the dyadic behaviour. Behaviourally, dyad members' confidence increased progressively and verbal interaction accelerated this escalation. The success of the model in drawing collective benefit from dyad members was inversely related to confidence escalation rate. The findings show an automated learning agent can, in principle, combine individual opinions and achieve collective benefit but the same agent cannot discount the escalation suggesting that one cognitive component of collective decision making in human may involve discounting of overconfidence arising from interactions.

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Mendeley readers

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Geographical breakdown

Country Count As %
United Kingdom 3 3%
Japan 1 1%
Russia 1 1%
Unknown 84 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 21 24%
Student > Master 17 19%
Researcher 12 13%
Student > Doctoral Student 7 8%
Student > Bachelor 6 7%
Other 18 20%
Unknown 8 9%
Readers by discipline Count As %
Psychology 29 33%
Agricultural and Biological Sciences 10 11%
Neuroscience 9 10%
Computer Science 8 9%
Engineering 5 6%
Other 18 20%
Unknown 10 11%