{"622138":{"#nid":"622138","#data":{"type":"event","title":"PhD Dissertation by David A. Illingworth","body":[{"value":"\u003Cp\u003E\u003Cstrong\u003EName:\u003C\/strong\u003E\u0026nbsp;\u003Cstrong\u003EDavid A. Illingworth\u003C\/strong\u003E\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003ESchool of Psychology \u0026ndash; Ph.D.\u0026nbsp;Dissertation\u0026nbsp;Defense Presentation\u003C\/strong\u003E\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003EDate:\u003C\/strong\u003E\u0026nbsp;Tuesday, June 11, 2019\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003ETime:\u003C\/strong\u003E\u0026nbsp;10:00am\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003ELocation:\u003C\/strong\u003E\u0026nbsp;J. S. Coon building, Room 148\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u0026nbsp;\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003EAdvisor:\u003C\/strong\u003E\u0026nbsp;Rick Thomas, Ph.D. (Georgia Tech)\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u0026nbsp;\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003EDissertation\u0026nbsp;Committee Members:\u003C\/strong\u003E\u003C\/p\u003E\r\n\r\n\u003Cp\u003EJamie Gorman, Ph.D. (Georgia Tech)\u003C\/p\u003E\r\n\r\n\u003Cp\u003EChristopher Hertzog, Ph.D. (Georgia Tech)\u003C\/p\u003E\r\n\r\n\u003Cp\u003EDobromir Rahnev, Ph.D. (Georgia Tech)\u003C\/p\u003E\r\n\r\n\u003Cp\u003EKaren Feigh, Ph.D. (Georgia Tech)\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u0026nbsp;\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003ETitle:\u003C\/strong\u003E\u0026nbsp;\u003Cstrong\u003EHypothesis-Guided Testing Behavior: The Role of Generation, Metacognition, and Search\u003C\/strong\u003E\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u0026nbsp;\u003C\/p\u003E\r\n\r\n\u003Cp\u003E\u003Cstrong\u003EAbstract:\u003C\/strong\u003E\u0026nbsp;Hypothesis testing is the act of acquiring information to challenge or promote a decision-maker\u0026rsquo;s beliefs (i.e., hypotheses) in diagnostic tasks.\u0026nbsp; To date, theorists have conceptualized this behavior as a consequence of implementing one of many possible heuristics for selecting tests, each tailored to optimize some task-relevant goal (e.g., reduce the likelihood of an erroneous diagnosis).\u0026nbsp; Heuristics can account for a number of observed testing phenomena (e.g., pseudo-diagnostic search), but have difficulty explaining more nuanced testing behavior such as decisions to terminate data acquisition.\u0026nbsp; Moreover, current theory has yet to address how updating a decision-maker\u0026rsquo;s beliefs influences test preference, as hypothesis testing is often studied independent of other events inherent to hypothesis evaluation.\u0026nbsp; The current work examined the role of belief in testing and search termination by evaluating a novel extension of the HyGene architecture (Thomas, Dougherty, Sprenger \u0026amp; Harbison, 2008) built as a cognitive process account for hypothesis testing. \u0026nbsp;Experiments 1 and 2 found limited support for hypothesis-driven valuation, as participants showed minimal signs of sensitivity to the diagnostic value of information depositories.\u0026nbsp; Experiment 3 revealed a relation between belief and foraging duration such that less confidence early in a trial predicted more test exploitation.\u0026nbsp; Model fitting indicated participants implemented a conservative threshold when determining the value of continued testing.\u0026nbsp; Experiment 4 revealed cost-sensitivity in testing behavior, as well as an experience-driven contrast effect.\u0026nbsp; Participants who experienced high costs early in the experiment generally engaged in less testing behavior than those who experienced low costs.\u0026nbsp; The current work provides mild support for the predictions of the HyGene architecture, but clearly demonstrate a role for metacognitive self-assessment in decisions to terminate search and highlight the interaction of access costs with experience of costs when people perceive the value of engaging in testing behavior.\u0026nbsp; \u0026nbsp;\u003C\/p\u003E\r\n","summary":null,"format":"limited_html"}],"field_subtitle":"","field_summary":"","field_summary_sentence":[{"value":"Hypothesis-Guided Testing Behavior: The Role of Generation, Metacognition, and Search"}],"uid":"27707","created_gmt":"2019-05-31 19:50:02","changed_gmt":"2019-05-31 19:50:02","author":"Tatianna Richardson","boilerplate_text":"","field_publication":"","field_article_url":"","field_event_time":{"event_time_start":"2019-06-11T11:00:00-04:00","event_time_end":"2019-06-11T13:00:00-04:00","event_time_end_last":"2019-06-11T13:00:00-04:00","gmt_time_start":"2019-06-11 15:00:00","gmt_time_end":"2019-06-11 17:00:00","gmt_time_end_last":"2019-06-11 17:00:00","rrule":null,"timezone":"America\/New_York"},"extras":[],"groups":[{"id":"221981","name":"Graduate Studies"}],"categories":[],"keywords":[{"id":"100811","name":"Phd Defense"}],"core_research_areas":[],"news_room_topics":[],"event_categories":[{"id":"1788","name":"Other\/Miscellaneous"}],"invited_audience":[{"id":"78761","name":"Faculty\/Staff"},{"id":"78771","name":"Public"},{"id":"174045","name":"Graduate students"},{"id":"78751","name":"Undergraduate students"}],"affiliations":[],"classification":[],"areas_of_expertise":[],"news_and_recent_appearances":[],"phone":[],"contact":[],"email":[],"slides":[],"orientation":[],"userdata":""}}}