The persistence of the fluency-confidence association in problem solving

Rakefet Ackerman, Hagar Zalmanov

Research output: Contribution to journalArticlepeer-review

Abstract

Confidence in answers is known to be sensitive to the fluency with which answers come to mind. One aspect of fluency is response latency. Latency is often a valid cue for accuracy, showing an inverse relationship with both accuracy rates and confidence. The present study examined the independent latency-confidence association in problem-solving tasks. The tasks were ecologically valid situations in which latency showed no validity, moderate validity, and high validity as a predictor of accuracy. In Experiment 1, misleading problems, which often elicit initial wrong solutions, were answered in open-ended and multiple-choice test formats. Under the open-ended test format, latency was absolutely not valid in predicting accuracy: Quickly and slowly provided solutions had a similar chance of being correct. Under the multiple-choice test format, latency predicted accuracy better. In Experiment 2, nonmisleading problems were used; here, latency was highly valid in predicting accuracy. A breakdown into correct and incorrect solutions allowed examination of the independent latency-confidence relationship when latency necessarily had no validity in predicting accuracy. In all conditions, regardless of latency's validity in predicting accuracy, confidence was persistently sensitive to latency: The participants were more confident in solutions provided quickly than in those that involved lengthy thinking. The study suggests that the reliability of the latency-confidence association in problem solving depends on the strength of the inverse relationship between latency and accuracy in the particular task.

Original languageEnglish
Pages (from-to)1187-1192
Number of pages6
JournalPsychonomic Bulletin and Review
Volume19
Issue number6
DOIs
StatePublished - Dec 2012

Keywords

  • Fluency
  • High order cognition
  • Metamemory
  • Reaction time analysis

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

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