Hypocognition: Making Sense of the Landscape beyond One's Conceptual Reach

Wu, Kaidi; Dunning, David

doi:10.1037/gpr0000126

Cited by 33 publications

(32 citation statements)

References 99 publications

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“…Furthermore, these two cultural models exemplify the motivational qualities, or “directive force,” of cultural models related to the self (D'Andrade & Strauss, 1992). For the Dutch mothers in our study, it seems clear that establishing a regular schedule of sleep, eating, and time outside was a highly salient concept—in Levy's terms (Levy, 1973; Wu & Dunning, 2018), a “hypercognized” idea—that was linked to other ideas about the baby's development related to rest, emotional stability, and even love. Successfully adhering to a regular schedule, for these mothers, was a mark of parental competence—even if the baby did not always fully cooperate.…”

Section: Discussionmentioning

confidence: 77%

Getting the Baby on a Schedule: Dutch and American Mothers’ Ethnotheories and the Establishment of Diurnal Rhythms in Early Infancy

Schaik

Mavridis²,

Harkness³

et al. 2020

New Directions for Child and Adolescent Development

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One of the earliest challenges for infants and their parents is developing a diurnal sleep–wake cycle. Although the human biological rhythm is circadian by nature, its development varies across cultures, based in part on “zeitgebers” (German: literally “time‐givers”) or environmental cues. This study uses the developmental niche framework by Super and Harkness to address two different approaches to getting the baby on a schedule. 33 Dutch and 41 U.S. mothers were interviewed when their babies were 2 and 6 months old. A mixed‐methods analysis including counts of themes and practices as well as the examination of actual quotes shows that Dutch mothers emphasized the importance of regularity in the baby's daily life and mentioned practices to establish regular schedules for the baby's sleeping, eating, and time outside more than American mothers did. The U.S. mothers, in contrast, discussed regularity less often and when they did, they emphasized that their baby should develop his or her own schedule. Furthermore, actual daily schedules, based on time allocation diaries kept by the mothers, revealed greater regularity among the Dutch babies. Discussion focuses on how culture shapes the development of diurnal rhythms, with implications for “best practices” for infant care.

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Section: Discussionmentioning

confidence: 77%

Getting the Baby on a Schedule: Dutch and American Mothers’ Ethnotheories and the Establishment of Diurnal Rhythms in Early Infancy

Schaik

Mavridis²,

Harkness³

et al. 2020

New Directions for Child and Adolescent Development

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“…Why do people from socially dominant groups perceive less privilege in their lives than that perceived by people from subordinate groups? We propose that socially dominant groups suffer from hypocognition, deficits in a cognitive or conceptual representation, of social privilege (4)(5)(6). They have little working knowledge of the advantages they enjoy or the disadvantages other groups endure.…”

Section: Invisibility Of Social Privilege To Those Who Have Itmentioning

confidence: 99%

“…We term the absence of such cognitive representations of privilege to be the hypocognition of privilege (4). To be hypocognitive is to lack conceptual knowledge about the idea, including its instantiations, defining features, and associations to other notions (5,13). In cognitive psychological terms, it is lacking a knowledge structure, a cognitive schema, that organizes conceptual information and aids in the cognitive processing of relevant experience (14,15).…”

Section: Hypocognition As a Cognitive Explanation Of Privilege Blindnessmentioning

confidence: 99%

Invisibility of Social Privilege to Those Who Have It

Wu¹,

Dunning²

2020

Preprint

Self Cite

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The U.S. faces deep social divides, with socially dominant and subordinate groups clashing in their views about how much privilege the former enjoys and hardship the latter endures. We suggest that these differences arise because privilege is invisible to those who have it. Compared to disadvantaged groups, socially dominant groups are hypocognitive of privilege, having only sparse cognitive representations of the concept. This deficit leads to poor cognitive performance when thinking about privilege and predicts group differences in privilege awareness and beliefs about the prevalence of discrimination. Across 8 studies, participants from advantaged groups showed cognitive signatures of hypocognition. Right-handers generated fewer handedness- related hassles than left-handers (Study 1). Men generated fewer instances of gender discrimination than women, recalled fewer previously presented items describing actions people take to defend themselves against violence, and showed poorer recall and recognition in memory of gender discrimination examples described in a TEDx talk (Studies 2a-2c). Whites generated fewer racial discrimination instances than Blacks and recalled fewer such instances from a presented list (Studies 3a-3b). Whites also generated fewer examples of racial discrimination than Asians and reacted more slowly when classifying examples as discriminatory behavior (Study 4). After watching a transgender woman describe her discrimination experience living as a woman, both men and women showed increased awareness of male privilege and gender discrimination (Study 5). Findings suggest that the invisibility of one’s privilege need not solely reflect identity-defensive motivations, but may also stem from cognitive deficits in conceptual knowledge about privilege and discrimination.

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“…Ability to recognize how one's own intuitions can serve as biases in the PM process: Reflective thinking and self-awareness can help us assess the limits of our expertise and recognize the subjectivity in our own knowledge and judgements (Glynn, 2017). Such awareness generally improves the outcomes of our decisions (Kruger and Dunning, 1999;Wu and Dunning, 2017). Reflective thinking can help us recognize our biases, beliefs, heuristics, and values that often drive our efforts and the decisions that we make (Voinov et al, 2014;Glynn et al, 2017).…”

Section: Practice Bridgementioning

confidence: 99%

Try, try again: Lessons learned from success and failure in participatory modeling

Sterling

Zellner

Jenni

et al. 2019

Elementa: Science of the Anthropocene

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Participatory Modeling (PM) is becoming increasingly common in environmental planning and conservation, due in part to advances in cyberinfrastructure as well as to greater recognition of the importance of engaging a diverse array of stakeholders in decision making. We provide lessons learned, based on over 200 years of the authors’ cumulative and diverse experience, about PM processes. These include successful and, perhaps more importantly, not-so-successful trials. Our collective interdisciplinary background has supported the development, testing, and evaluation of a rich range of collaborative modeling approaches. We share here what we have learned as a community of participatory modelers, within three categories of reflection: a) lessons learned about participatory modelers; b) lessons learned about the context of collaboration; and c) lessons learned about the PM process. First, successful PM teams encompass a variety of skills beyond modeling expertise. Skills include: effective relationship-building, openness to learn from local experts, awareness of personal motivations and biases, and ability to translate discussions into models and to assess success. Second, the context for collaboration necessitates a culturally appropriate process for knowledge generation and use, for involvement of community co-leads, and for understanding group power dynamics that might influence how people from different backgrounds interact. Finally, knowing when to use PM and when not to, managing expectations, and effectively and equitably addressing conflicts is essential. Managing the participation process in PM is as important as managing the model building process. We recommend that PM teams consider what skills are present within a team, while ensuring inclusive creative space for collaborative exploration and learning supported by simple yet relevant models. With a realistic view of what it entails, PM can be a powerful approach that builds collective knowledge and social capital, thus helping communities to take charge of their future and address complex social and environmental problems.

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Hypocognition: Making Sense of the Landscape beyond One's Conceptual Reach

Cited by 33 publications

References 99 publications

Getting the Baby on a Schedule: Dutch and American Mothers’ Ethnotheories and the Establishment of Diurnal Rhythms in Early Infancy

Getting the Baby on a Schedule: Dutch and American Mothers’ Ethnotheories and the Establishment of Diurnal Rhythms in Early Infancy

Invisibility of Social Privilege to Those Who Have It

Try, try again: Lessons learned from success and failure in participatory modeling

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