This receipt of knowledge returns to the idea of the curse proposed by Camerer, Loewenstein, and Weber: a knowledgeable person cannot accurately reconstruct what a person, be it themselves or someone else, without the knowledge would think, or how they would act. This poor reconstruction was theorized by Fischhoff to be because the participant was "anchored in the hindsightful state of mind created by receipt of knowledge". Study participants could not accurately reconstruct their previous, less knowledgeable states of mind, which directly relates to the curse of knowledge. Research conducted by Fischhoff revealed that participants did not know that their outcome knowledge affected their responses, and, if they did know, they could still not ignore or defeat the effects of the bias. Such research drew from Baruch Fischhoff's work in 1975 surrounding hindsight bias, a cognitive bias that knowing the outcome of a certain event makes it seem more predictable than may actually be true. The aim of their research was to counter the "conventional assumptions in such (economic) analyses of asymmetric information in that better-informed agents can accurately anticipate the judgement of less-informed agents". The term "curse of knowledge" was coined in a 1989 Journal of Political Economy article by economists Colin Camerer, George Loewenstein, and Martin Weber. This curse of knowledge also explains the danger behind thinking about student learning based on what appears best to faculty members, as opposed to what has been verified with students. A knowledgeable professor might no longer remember the difficulties that a young student encounters when learning a new subject for the first time. įor example, in a classroom setting, teachers may have difficulty if they cannot put themselves in the position of the student. This bias is also called by some authors the curse of expertise. The curse of knowledge is a cognitive bias that occurs when an individual, who is communicating with other individuals, assumes that other individuals have similar background and depth of knowledge to understand. Cognitive bias of assuming that others have the same background to understand
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