뭔가 많이 알고 있는 사람, 학식이 높은 사람, 전문 지식이 많은 사람이 지식의 저주에 빠지는 경우가 많겠네요.

– 지식이 깊어지면 지식을 모르는 상태가 어떤지 상상하기 어렵다는 개념은 굉장히 흥미로워요. 왜냐하면 일반적으로 지식이 많아지는 건 좋은 일인데, 잘 모르는 사람과 의사소통 할 때에는 나쁜 일이 됩니다. 학생을 가르치는 교수나 직원과 일하는 기업의 임원이 지식의 저주에 빠지기 쉽습니다.

– 한 기업의 직원분이 흥미로운 사례를 알려주셨어요. 사장님 보고 자료를 만들 때, 팀장님이 ‘수묵화’ 풍으로 만들어 달라고 하셨답니다. 자료가 수묵화풍이라는 게 색감인지 의미인지, 색감이면 흑백인지 여백의 미인지, 의미라면 큰 그림 속에 디테일을 의미하는 건지… 설명해주지 않으셨다고 합니다.

2023.10.12

*행동경제학개론
지식의 저주
– 나만 알고 있는 #정보 의 적용에서 오는 오류
– #지식 의 저주와 비효율성
– 좋은 #소통 과 #자영업자 의 참고점 등
– #주재우 교수 (국민대 경영학과) #KBS1라디오 #경제라디오 #성공예감이대호입니다 #성공예감 #이대호

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Reference 1

Camerer, C., Loewenstein, G., & Weber, M. (1989). The curse of knowledge in economic settings: An experimental analysis. Journal of political Economy, 97(5), 1232-1254.

In economic analyses of asymmetric information, better-informed agents are assumed capable of reproducing the judgments of less-informed agents. We discuss a systematic violation of this assumption that we call the “curse of knowledge.” Better-informed agents are unable to ignore private information even when it is in their interest to do so; more information is not always better. Comparing judgments made in individual-level and market experiments, we find that market forces reduce the curse by approximately 50 percent but do not eliminate it. Implications for bargaining, strategic behavior by firms, principal-agent problems, and choice under uncertainty are discussed.

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Reference 2

A Better Way to Ask for Advice (By Adam Grant, October 25, 2023, @ Behavioralscientist.org)

… In a clever study, economists wanted to find out whether students really learn more from experts. They collected data on every freshman at Northwestern University from 2001 to 2008. They investigated whether freshmen did better in their second course in a subject if their introductory class was taught by more qualified instructors.

You might assume that students would be better off learning the basics from an expert (a tenure‑track or tenured professor) than a nonexpert (a lecturer with less specialized knowledge). But the data showed the opposite: students who took their initial class with an expert ended up with poorer grades in the next class.

The pattern was robust across fields: students learned less from introductory classes taught by experts in every subject. It held across years—with over 15,000 students—and in courses with tougher as well as easier grading. And the experts were especially bad at teaching students who were less academically prepared.

It turns out that if you’re taking a new road, the best experts are often the worst guides. There are at least two reasons why experts struggle to give good directions to beginners. One is the distance they’ve traveled—they’ve come too far to remember what it’s like being in your shoes. It’s called the curse of knowledge: the more you know, the harder it is for you to fathom what it’s like to not know. As cognitive scientist Sian Beilock summarizes it, “As you get better and better at what you do, your ability to communicate your understanding or to help others learn that skill often gets worse and worse.” …

… It’s often said that those who can’t do, teach. It would be more accurate to say that those who can do, can’t teach the basics. A great deal of expert knowledge is tacit—it’s implicit, not explicit. The further you progress toward mastery, the less conscious awareness you often have of the fundamentals. Experiments show that skilled golfers and wine aficionados have a hard time describing their putting and tasting techniques—even asking them to explain their approaches is enough to interfere with their performance, so they often stay on autopilot. When I first saw an elite diver do four and a half somersaults, I asked how he managed to spin so fast. His answer: “Just go up in a ball.” Experts often have an intuitive understanding of a route, but they struggle to articulate all the steps to take. Their brain dump is partially filled with garbage….