Relevant bibliographies by topics / Dunning-Kruger

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers
  5. Reports

Academic literature on the topic 'Dunning-Kruger'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Dunning-Kruger"

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Mazor, Matan, and Stephen M. Fleming. "The Dunning-Kruger effect revisited." Nature Human Behaviour 5, no. 6 (April 8, 2021): 677–78. http://dx.doi.org/10.1038/s41562-021-01101-z.

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SOMYÜREK, Doç Dr Sibel, and İbrahim ÇELİK. "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER." Eğitim Teknolojisi Kuram ve Uygulama 8, no. 1 (January 22, 2018): 141–57. http://dx.doi.org/10.17943/etku.327830.

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Zhou, Xingchen, and Rob Jenkins. "Dunning–Kruger effects in face perception." Cognition 203 (October 2020): 104345. http://dx.doi.org/10.1016/j.cognition.2020.104345.

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Turğut, Engin, and Fuat Tanhan. "An investigation of the Dunning-Kruger effect among highschool students in term of moral maturity level and life positionAhlaki olgunluk ve yaşam pozisyonları açısından ortaöğretim öğrencilerinde Dunning-Kruger etkisinin incelenmesi." Journal of Human Sciences 16, no. 1 (February 9, 2019): 102. http://dx.doi.org/10.14687/jhs.v16i1.4403.

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Main Purpose of this study is to examine the exaggerated courage, which has given by ignorance that affecting our society and some other societies, based on relation between Dunning-Kruger Effect of high school students with Moral Maturity Level, Life Position and with some other variables. This study was conducted with 377 students those were selected from different class level. In order to get data from students “Students Personal Information Inquiry”-which is for getting information about students and taking their assessments about themselves-, “Moral Maturity Scale”, “Life Position Scale” and “Logical Reasoning Test” were applied. As a result of findings, there is not any correlation between gender and Dunning- Kruger Effect. However, there is a correlation between Dunning- Kruger Effect and the types of high schools and class level of students. While there is a significant relation between Moral Maturity level of students and Life Position of students, but Dunning- Kruger Effect doesn’t have any relation with Moral Maturity level of students not also with Life Position of students. On the other hand, there is a difference between groups self-assessments rate. In the process of pre-test estimates, the individuals in the first quartile group generally estimated themselves lower than their actual position. Lastly, the individuals in the bottom quartile have a huge difference between their estimation and their actual situation. After test the participants were asked to make post-test predictions. As a result of these predictions, it was seen that about themselves participants in the first quartile made minimum changes in their pre-test estimations. While the individuals in the last quartile made the biggest changes in their first estimation they didn’t get nearer to their actual performance. The difference between actual performance and perceived performance is still too high.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetDunning-Kruger Etkisinin ortaöğretim öğrencilerinin Ahlaki Olgunluk Düzeyi ve Yaşam Pozisyonları ile ilişkisinin bazı değişkenler açısından incelenmesini esas alan bu çalışma ile toplumumuzda ve birçok toplumda etkili olan cehaletin vermiş olduğu abartılı cesaretin gözler önüne serilmesi amaçlanmaktadır. Bu çalışma, gönüllülük esasına dayalı olaraktan farklı sınıf kademelerinde bulunan 377 öğrenciyle yapılmıştır. Öğrencilere, katılımcıların kendilerini değerlendirmelerini ve kendileri ile ilgili demografik bilgileri vermelerini sağlayan Kişisel Bilgi Formu, Ahlaki Olgunluk Ölçeği, Yaşam Pozisyonları Ölçeği ve Mantıksal Çıkarım Testi uygulanmıştır. Dunning-Kruger Etkisi ile Cinsiyet arasında anlamlı bir ilişkiye rastlanmaz iken Dunning-Kruger Etkisi ile okul tür ve sınıf düzeyi arasında anlamlı bir ilişkiye rastlanmıştır. Ahlaki Olgunluk Ölçeği ile Yaşam Pozisyonları arsında anlamlı bir ilişki görüldüğü halde, Dunning-Kruger Etkisinin ile Ahlaki Olgunluk Ölçeği ve Yaşam Pozisyonları arasında herhangi bir ilişki görülmemiştir. Test sonuçlarına göre oluşan grupların kendilerini değerlendirme konusunda da farklar gösterdiği görülmüştür. Test öncesi tahminlere göre ilk çeyrekteki grupta yer alan bireyler genel olarak kendilerini olduklarından daha düşük seviyede görmekte oldukları anlaşılmıştır. Buna karşın, son grupta yer alan katılımcıların gerçek durumla tahmin ettikleri durum arasında çok büyük bir farkın olduğu grup olduğu görülmüştür. Test sonrası tahminlerde ise, ilk grupta yer alan katılımcıların kendileri ile ilgili en az hatalı tahminleri yapan grup olduğu, dördüncü grubun en büyük değişimleri yapmasına rağmen yine de gerçek performanslarının çok ötesinde tahminler yaptığı görülmüştür.
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Bryan, J., and H. Lindsay. "P025: The Dunning-Kruger effect in medical education: double trouble for the learner in difficulty." CJEM 19, S1 (May 2017): S86. http://dx.doi.org/10.1017/cem.2017.227.

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Introduction: It is difficult for learners to perform accurate self-assessments. This difficulty may be exaggerated in unskilled learners, a phenomenon termed the Dunning-Kruger Effect (Dunning & Kruger, 1999). Learners with the least amount of knowledge or skill may paradoxically be more likely to evaluate themselves favorably compared with their peers. This phenomenon is particularly relevant in medicine where we rely on self-directed learning not only in many of our undergraduate and postgraduate programs, but in guiding the pursuit of continuing medical education. The objectives of this study are to 1) determine whether the Dunning-Kruger Effect is present in medical education settings, 2) to determine the quality of studies in this area, and 3) to determine how this effect, if present, could influence approaches to the learner in difficulty. Methods: This is a review of the literature. PubMed databases were searched for all relevant articles. Included studies reported self-assessment of medical trainees or staff and comparison with an external rating. Studies were identified using select keywords and MeSH terms. Only studies published in English were included. No publication date limits were adopted. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess study quality. Both authors independently abstracted data and rated study quality. Results: Eighty-six articles were identified in the PubMed search. On abstract review, 45 studies were found to meet criteria for further full article review. Studies were variable in setting and approach to self and external assessment. Criteria were not met for pooled analyses/meta-analysis. Results are presented as a summary of findings with special consideration of findings based on level of training (undergraduate, postgraduate, staff clinician). Conclusion: This review summarizes the current literature on the Dunning-Kruger Effect in medical education and provides an assessment of the quality of studies in this area to date. The potential relevance of the Dunning-Kruger Effect in medical education is discussed as are implications for interventions to support the learner in difficulty. Additional study in this area is indicated, in particular given the significant upcoming changes to postgraduate medical education in Canada in the era of Competence By Design (CBD).
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Wiland, Eric. "PEER DISAGREEMENT AND THE DUNNING-KRUGER EFFECT." Episteme 14, no. 4 (September 9, 2016): 481–98. http://dx.doi.org/10.1017/epi.2016.18.

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ABSTRACTI argue that recent evidence about our self-serving biases has radical implications for the epistemology of peer disagreement. I conclude that much of the time when you are disagreeing with someone you regard as your epistemic peer, you should not merely move halfway to her judgment, as The Equal Weight View has it. That is not conciliatory enough. Surprisingly often, you should be at least weakly confident that you are wrong, and that your disputant is right.
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KARAÇOR, Musa. "DUNNING KRUGER ETKİSİ: OTEL İŞLETMELERİNE YÖNELİK ÖNERMELER GELİŞTİRME." Social Sciences Studies Journal 3, no. 8 (January 1, 2017): 625–29. http://dx.doi.org/10.26449/sssj.97.

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V, Onyia, Enyinnah N, and Olubiyi T. "LEADERSHIP AND EMPLOYEE PERFORMANCE: THE DUNNING-KRUGER EFFECT." International Journal of Advanced Research 7, no. 10 (October 31, 2019): 358–67. http://dx.doi.org/10.21474/ijar01/9838.

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Anson, Ian G. "Partisanship, Political Knowledge, and the Dunning-Kruger Effect." Political Psychology 39, no. 5 (April 2, 2018): 1173–92. http://dx.doi.org/10.1111/pops.12490.

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Pavel, Samuel, Michael Robertson, and Bryan Harrison. "The Dunning-Kruger Effect and SIUC University’s Aviation Students." Journal of Aviation Technology and Engineering 2, no. 1 (October 2012): 125–29. http://dx.doi.org/10.5703/1288284314864.

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Dissertations / Theses on the topic "Dunning-Kruger"

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Muller, Alana Lauren. "Neurological Correlates of the Dunning-Kruger Effect." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/810.

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The Dunning-Kruger Effect is a metacognitive phenomenon in which individuals who perform poorly on a task believe they performed well, whereas individuals who performed very well believe their performance was only average. To date, this effect has only been investigated in the context of performance on mathematical, logical, or lexical tasks, but has yet to be explored for its generalizability in episodic memory task performance. We used a novel method to elicit the Dunning-Kruger Effect via a memory test of item and source recognition confidence. Participants studied 4 lists of words and were asked to make a simple decision about the words (source memory, i.e. Is it manmade? Is it alive?). They were later tested on their episodic memory and source memory for the words using a five-point recognition confidence scale, while electroencephalography (EEG) was recorded. After the test, participants were asked to estimate the percentile in which they performed compared to other students. Participants were separated into four quartiles based on their performance accuracy. Results showed that participants in all four groups estimated the same percentile for their performance. Participants in the bottom 25th percentile overestimated their percentile the most, while participants in the top 75th percentile slightly under-estimated their percentile, exhibiting the DKE and extending its phenomenon into studies of episodic memory. Groups were then re-categorized into participants that over-estimated, correctly estimated, and under-estimated their percentile estimate. Over-estimators responded significantly faster than under-estimators when estimating themselves as in the top percentile and they responded slower when evaluating themselves as in the bottom percentile. EEG first revealed generic scalp-wide differences within-subjects for all memory judgments as compared to all self-estimates of metacognition, indicating an effective sensitivity to task differences. More specific differences in late parietal sites were evident between high percentile estimates and low percentile estimates. Between-group differences were evident between over-estimators and under-estimators when collapsing across all Dunning-Kruger responses, which revealed a larger late parietal component (LPC) associated with recollection-based processing in under-estimators compared to those of over-estimators when assessing their memory judgements. These findings suggest that over- and under-estimators use differing cognitive strategies when assessing their performance and that under-estimators use less recollection when remembering episodic items, thereby revealing that episodic memory processes are playing a contributory role in the metacognitive judgments of illusory superiority that are characterized by the Dunning-Kruger Effect.
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Nordström, Malin, and Jonas Nyström. "Det du inte vet tar du inte skada av, eller? : En kvantitativ studie om hur finansiell förmåga påverkar självförtroende samt spar- och riskbeteenden." Thesis, Umeå universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150005.

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Vikten av privat sparande har aldrig varit större och samtidigt som den finansiella marknaden har blivit mer riskfylld har fler privatpersoner börjat investera i aktier. Många studier, såväl nationella som internationella, har återkommande gånger visat att den finansiella okunskapen är utbredd och att ett flertal individer saknar grundläggande ekonomisk förståelse för begrepp som har en direkt påverkan på deras privatekonomi. Samtidigt har andra studier återkommande gånger konstaterat att investerare besitter ett allt för högt självförtroende i förhållande till sin faktiska finansiella förmåga, vilket i praktiken kan leda till att individer utsätter sig för betydligt högre finansiella risker än de är medvetna om. I denna studie undersöker författarna relationen mellan den aktieintresserade svenskens uppskattade- och faktiska finansiella förmåga, samt hur den påverkar dennes spar- och riskbeteende gällande deltagande på aktiemarknaden, val av att delegera investeringsbeslut, diversifiering, handelsfrekvens samt spontanitet på aktiemarknaden. Syftet är att undersöka om den uppskattade finansiella förmågan systematiskt varierar med den individens faktiska förmåga samt personlighets karaktäristiska. Vidare syftar studien till att öka investerares medvetenhet om sitt egna beteende för att hjälpa denne att fatta mer genomtänkta investeringsbeslut. Med ett deduktivt angreppssätt och en positivistisk kunskapssyn har författarna genomfört en kvantitativ undersökning på data insamlad via en webbaserad enkätundersökning. Enkäten publicerades i två grupper på Facebook för aktieintresserade individer mellan datumen 11/3–2018 till 20/3–2018. Utifrån den insamlade datan kunde t-test samt regressionsanalyser konstatera att den aktieintresserade svenskens uppskattade finansiella förmåga varierade systematiskt med dennes faktiska finansiella förmåga. Individer med låg finansiell förmåga överskattar sin förmåga medan individer med hög finansiell förmåga underskattar sin förmåga. Testen fann även att överskattningen steg med intresse, ålder, om individen läst en ekonomikurs samt om individen var man. Finansiell förmåga påverkar även investerare att själva fatta investeringsbeslut istället för att delegera uppgiften till utomstående. Inga signifikanta resultat hittades för att nivån på finansiell förmåga eller graden av överskattning påverkade spar- eller riskbeteende. De signifikanta resultat som identifierats angående spar- och riskbeteende är att äldre är mer diversifierade; kvinnor är mer spontana på aktiemarknaden; kvinnor har en högre handelsfrekvens än män; de som läst på universitet är mindre spontana på aktiemarknaden; de som läst ekonomikurs är mer spontana på aktiemarknaden. Utifrån resultatet uppmanar författarna investerare att ifrågasätta sin förmåga och politiker till att se över skol- samt pensionssystemet. Genom att förse elever med finansiell kunskap kan deras övervärderade uppskattning av sin förmåga minska och genom att låta myndigheter ta ett större ansvar för pensionen minskar risken att individens framtida pension försämras på grund av felaktiga investeringsbeslut till följd av individens missuppfattade finansiella förmåga.
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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.

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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.
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Nunes, Tylah. "You may not be as smart as you think : an alternative account of the Dunning-Kruger effect." Diss., 2014. http://hdl.handle.net/2263/42444.

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Perception of abilities plays an important role in informing one’s decisions at times and often in forming one’s self perception. The Dunning-Kruger effect is a fascinating and empirically observable bias in which top performers tend to make more accurate estimations of their ability than bottom performers. The current theory states that the effect is caused by top performers possessing greater metacognitive ability than bottom performers. There have been many alternative theories and explanations proposed to explain the observed Dunning-Kruger effect. The current study is the first to test whether top and bottom performers base their predictions on inflated preconceived notions of ability, rather than their metacognitive ability. This theory proposes that if top and bottom performers both based their predictions of performance on their preconceived notions of ability it would create a Dunning-Kruger effect. This presupposes that that both top and bottom performers make above average estimates of performance as they hold preconceived notions of above average ability. Thus, top performers’ predictions of performance would be most accurate as their performance would be above average, whereas bottom performers would most overestimate their performance as their performance would be below average. The intention of this study was, thus, to assess whether either top or bottom performers based their predictions of performance on preconceived notions of ability or using metacognitive ability. A total of 97 university students were divided into two groups and given an identical test, one group containing 49 participants were told the test measured Logical Thinking and the remaining 48 participants were told the test measured Computational Mathematics. After completing the test, which was a 23 item preparatory test for the LSAT, participants were asked to estimate their ability in the domain being assessed, their performance relative to their peers and their score out of 23. A t-test was used to compare the two groups and it was found that the Logical Thinking and Computational Mathematical group made significantly different predictions of ability and therefore held significantly different preconceived notions of ability. Further t-tests were used to compare the estimates of ability and predictions of performance of the two groups of top and bottom performers. A significant difference was found between the two groups of top performers’ prediction of ability. However, there was no significant difference between any of the other scores of the two groups of top and bottom performers. Therefore, the alternative theory that top and bottom performers base their predictions of performance on preconceived notions of ability was found to be invalid. Therefore, the current theory which states that top performers’ superior metacognitive ability allow them to make more accurate estimates of performance than bottom performers is still the best account for the Dunning-Kruger effect.
Dissertation (MA)--University of Pretoria,2015.
Psychology
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Book chapters on the topic "Dunning-Kruger"

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TenEyck, Lisa. "Dunning-Kruger Effect." In Decision Making in Emergency Medicine, 123–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0143-9_20.

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Busch, Bradley, and Edward Watson. "The One about the Dunning-Kruger Effect." In The Science of Learning, 40–41. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429461545-19.

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Watson, Edward, and Bradley Busch. "The One about the Dunning-Kruger Effect." In The Science of Learning, 40–41. 2nd ed. 2nd edition. | Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003107866-20.

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Watson, Edward, and Bradley Busch. "The One about the Dunning–Kruger Effect." In A Parent's Guide to the Science of Learning, 36–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125709-18.

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Dölz, Josephine, and Florian Siems. "Eine Diskussion des Dunning‐Kruger‐Effekts für Kunden‐Mitarbeitenden‐Beziehungen." In Emotionale Intelligenz in Organisationen, 333–51. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19127-6_16.

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Bunay, Roman, Wilson Siguenza, Karla Flores, and Luis Serpa-Andrade. "Impact of the Dunning Kruger Effect on Psychology Students at the University of Cuenca." In Advances in Intelligent Systems and Computing, 383–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60018-5_37.

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Acosta, Griselda, Eric Smith, and Vladik Kreinovich. "Analytical Techniques for Gauging Accuracy of Expert Knowledge: A Simple System-Based Explanation of the Dunning–Kruger Effect." In Studies in Systems, Decision and Control, 27–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46413-4_6.

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Dunning, David. "The Dunning–Kruger Effect." In Advances in Experimental Social Psychology, 247–96. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-385522-0.00005-6.

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"A Moral Dunning-Kruger Effect." In A Theory of Jerks and OtherξPhilosophical Misadventures. The MIT Press, 2019. http://dx.doi.org/10.7551/mitpress/11609.003.0014.

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Cassam, Quassim. "Stealthy Vices." In Vices of the Mind, 144–66. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198826903.003.0007.

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Stealthy vices, such as closed-mindedness, are epistemic vices that are inherently hard to detect because it is in their nature to block their own detection. This chapter defends the view that at least some epistemic vices are stealthy and some are stealthier than others. The stealthiness of stealthy vices is explained on the basis that such vices negate or nullify the epistemic virtues on which active critical reflection on one’s own vices depends. The stealthiness of stealthy vices is the vice epistemological analogue of the Dunning-Kruger effect, but traumatic experiences can sometimes open one’s eyes to one’s own epistemic vices. In such cases one acquires self-knowledge by transformational insight rather than by active critical reflection.
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Conference papers on the topic "Dunning-Kruger"

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Ajmeri, A., G. Norcross, T. Kutner, J. Moon, M. Acho, and A. R. Levine. "The Dunning-Kruger Effect in an Ultrasound Curriculum." In American Thoracic Society 2021 International Conference, May 14-19, 2021 - San Diego, CA. American Thoracic Society, 2021. http://dx.doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1545.

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Griffiths, Thomas D., and Anikó Ekárt. "Increasing genetic programming robustness using simulated dunning-kruger effect." In GECCO '19: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3319619.3321885.

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Brown, John N. A., and Lukas Esterle. "I’m already optimal: the Dunning-Kruger Effect, Sociogenesis, and Self-Integration." In 2020 IEEE International Conference on Autonomic Computing and Self-Organizing Systems Companion (ACSOS-C). IEEE, 2020. http://dx.doi.org/10.1109/acsos-c51401.2020.00035.

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Ocay, Arnel B. "Investigating the Dunning-Kruger Effect Among Students within the Contexts of a Narrative-centered Game-based Learning Environment." In ICETM 2019: 2019 2nd International Conference on Education Technology Management. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3375900.3375918.

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Acho, M., N. Seam, and B. W. Lee. "Balancing Confidence and Competence: The Dunning-Kruger Effect Among Critical Care Fellows Enrolled in a Mechanical Ventilation Course." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a1350.

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Ulido Lumbanraja, Alvin. "When Officials Don't Know What They Don't Know: Dunning-Kruger Effect in the Case of Green Budgeting for Local Government." In 2nd International Conference on Indonesian Economy and Development (ICIED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icied-17.2018.20.

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Reports on the topic "Dunning-Kruger"

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Sanchez, Danielle, and Ann Speed. The Impact of Individual Traits on Domain Task Performance: Exploring the Dunning-Kruger Effect. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1716582.

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