Hindsight Bias: When Experience Works Against You

Hindsight Bias: When Experience Works Against You

Learning from the past—it’s the reasonable thing to do to improve and make progress. It turns out though, that its merit may well depend on what exactly we learn, since “looking back” is not without its downfall. Cue in hindsight bias.

 

What is Hindsight Bias?

 

Hindsight bias is the belief that past events were more predictable than they were before they happened. Richard E. Nisbett in The Geography of Thought: How Asians and Westerners Think Differently… and Why, writes:

 

“We tend to have two problems when we try to ‘predict’ the past: (1) believing that, at least in retrospect, it can be seen that events could not have turned out other than they did; and (2) even thinking that in fact one easily could have predicted [in advance] that events would have turned out as they did.”

 

The first pertains to the belief of the “inevitability” of certain events, which influences the mind to think of the cause and effects to describe this inevitability. Then, convinced of this causal relationship, the second follows. Applying the causal relationship, one should have known that the event would certainly happen. The problem with this is, it’s a fallacy. Nisbett continues to describe that certain cultural paradigms have greater tendencies to commit this fallacy, but more on that later in future posts.

 

Hindsight bias is what leads to phrases like “I knew it all along” or “I knew from before that this would happen.” Ironically, the people who commit this fallacy may sound like experts, gifted with certain prescience of events, and may become the go-to sources for future predictions. You’ve seen them on TV—people get over-credited for predictive knowledge because they say so-and-so should have known and done something so this other thing would have happened. The key illusion here is the belief that they understand the past–they have a model to explain the past–which they use to predict the future, while in fact they understand the past much less than they think they do.

 

The Mind That Cannot Revert Itself

 

In Thinking, Fast and Slow, Daniel Kahneman explains some of the mechanism that causes hindsight bias:

 

“A general limitation of the human mind is its imperfect ability to reconstruct past states of knowledge, or beliefs that have changed. Once you adopt a new view of the world (or of any part of it), you immediately lost much of your ability to recall what you used to believe before your mind changed.”

 

He continues to describe a psychology experiment to illustrate this point:

 

“Choosing a topic on which minds are not completely made up–say, the death penalty–the experimenter carefully measures people’s attitudes. Next, the participants see or hear a persuasive pro or con message. Then the experimenter measures people’s attitudes again; they usually are closer to the persuasive message they were exposed to. Finally, the participants report the opinion they held beforehand. This task turns out to be surprisingly difficult. Asked to reconstruct their former beliefs, people retrieve their current ones instead–an instance of substitution–and many cannot believe that they ever felt differently.” 

 

Because the mind has a hard time reproducing its less knowledgeable state, over-simplification of the past or overconfidence happens.

 

“Your inability to reconstruct past beliefs will inevitably cause you to underestimate the extent to which you were surprised by past events.”

 

The less knowledgeable me saw things as complicated. But once I know, I couldn’t believe that a previous me ever thought things as complicated. It seems like there’s a limit to sympathy with my old self.

 

Asymmetric Perception

 

Our relationship with the past and future is very interesting. We know that the future is uncertain. I, right now, have many choices that could result in a plethora of outcomes. But I can only make one choice, and thus as I traverse through time, I will only have one version of history. Looking forward, I see a spectrum of possibilities, but looking back, I see only one. The fallacy arises if I believe that because I only see one history in my past, it is the only one version that could have happened while in fact, if I return to that point, just like my presence, I would have multiple choices as well. Other outcomes were just as probable.

 

This asymmetry of our perceptions with respect to time is a warning when we learn from the past since “the tendency to revise the history of one’s beliefs in light of what actually happened produces a robust cognitive illusion.” The lessons learned, or our model of what happened in the past, may be influenced by this bias, which may produce a story that’s too clean and tidy compared to reality.

 

Hindsight Bias image 1

Event A and B at two different times

Hindsight Bias image 2

Perception at time A. A range of possibilities of outcomes, of which B is an instance.

Hindsight bias

Perception at time B, the belief that A to B is inevitable.

 

 

When Experience Works Against You

 

Our view of the past influences our perception of the future. If our model of the past is too straightforward, we may be tempted to extrapolate the same behavior in the future and oversimplify, which can be serious if you were a decision maker. The failure to consider various possibilities of outcomes can lead to incorrect estimation of risks and failure to mitigate. But even if you weren’t a decision maker, the loss from hindsight bias, to me, is its opportunity cost. The disbelief that the future could not turn out another way may prevent you from exploring creative options.

 

In many areas of life, experience is highly valued in considering someone’s suitability for a job, rightly so. Experience can also be described as the quantity of past events in someone’s repertoire. It’s how much history he has in a particular area. It does not always mean that the person is older, although in most cases it correlates strongly with age.

 

For a job that requires expertise, experience is a definitely an advantage. Sometimes, though, a task requires creativity, innovation, new ways of looking at and doing things. For this type of work, experience may mean that the person’s mental model may be too rigid and solidified to consider alternatives.

 

I’ve been on both sides of this fallacy, both as the guilty party and the victim of hindsight bias. As the guilty one, I’ve said things like, “I knew all along this would work or that wouldn’t work out” and giving suggestions like “I’ve tried that, it didn’t work so don’t bother trying.” The root issue is believing that the cause and effect are clear, discounting other factors that also play big roles. Maybe sometimes it helps the recipients of this ‘advice’, but what if it’s actually misdirection?

 

As a victim of hindsight bias, I’ve been on the other side of experts and been told not to hope too much from a certain pursuit, or that my idea won’t work because it’s always done in certain ways. But because I don’t have much pre-knowledge, I’m less constrained to think in their ways and more motivated to pursue alternate ideas. When it comes to thinking divergently, which I believe is necessary in making progress that’s a leap rather than incremental, there’s an advantage to being young and inexperienced.

 

The Impossibles

 

Is there an escape from hindsight bias? I would think so. A conscientious approach to detect hindsight bias in ourselves may fix it and free us from limiting/false models from the past, and acknowledge the statistical nature of our world. But if Kahneman’s right, that our brain cannot fully sympathize with its less knowledgeable version in the past, maybe we cannot overcome hindsight bias 100% internally.

 

Which is why it’s great that there are other people, and sometimes a new person for in a position or as a leader is the best way to bring in new approaches, new visions, and new solutions. There’s a quote a movie that I love, “We are too young to realize that certain things are impossible…so we will do them anyway.” If we can be the one saying this, then great! But if it so happens that we can’t, then maybe we should at least have someone else in the team who can still say those words, and counteract our hindsight bias.


More on cognitive biases:

Don’t Jump!

When Size Matters

OK, But Not OK. Not OK, But OK

 

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How To Be An Excellent Student

How To Be An Excellent Student

This article continues the series on how to be an excellent student and life learner. Read the previous article here: Before Learning: The Role of Awe in Life and Learning and After Learning: The Role of Reflection in Gaining Wisdom.

 

In After Learning, I shared what I wish I had done as a student to grasp the subject of my courses better. Here, I’m sharing tips specifically on how to be an excellent student who is not just smarter, but wiser, knowing how to contextualize and apply the knowledge to real life situations.

 

These are not meant to replace the usual taking notes, completing assignments, and regular studying that are given activities of a student’s life. They are, instead, ways to get the most out of those other activities, be it lectures, assignments, office hours, etc. The goal is primarily to increase and deepen understanding of the subject, which secondarily, I would think, would reflect in the grades. These are also written in the context of a high school, college, or graduate course, but the principles are applicable to other learning contexts.

 

Before the Course

 

Study the syllabus. Your instructor has put together a plan on how she would guide you through a particular subject for the whole semester. This is done with no small effort. The syllabus is the highest level of perspective on everything you will learn. It tells you a lot about how the instructor thinks and what she deems as important. I used to not pay attention to this, to my own detriment, like the table of contents of a book. But in fact, this is a roadmap that, if followed, will guide your way throughout the semester. Study it; pose questions on why it is arranged this way. You can even ask the instructor the why and how she arranges her course during office hours. Let me tell you a secret: most instructors would be thrilled to be asked these questions by a genuine and true inquirer.

 

Studying the syllabus also helps you to know, before coming to lectures, what will be covered on a given day. This way, you won’t be a passive recipient of information, but an engaged, active listener. And an active listener will always absorb and retain more information.

 

Skim the textbook/reading materials. Spend a few minutes to an hour to skim the textbook and reading materials. The purpose of this is to get an initial impression on what you will learn. Read the first and last few paragraphs of each chapter to get a sense of its key ideas, flow, and arrangement of thoughts. When the course eventually gets to each section, your brain will have some memory and familiarity to the subject, and will absorb information better. Psychologically, you’ll be more at ease in facing a more familiar topic than a completely foreign one. If you’re majoring in something that requires loads of reading, skimming will help you retain more insights on the reading materials.

 

During the Course

 

Reflect each day. Ask yourself, what did I learn today? What happened in class? Sometimes we get too busy taking notes, running from one class to another, that we don’t get to absorb what is being taught. Take a few minutes to review the day. Remember, repetition deepens impression.

 

Each week, ask yourself, how does this week’s lessons connect with last week’s? Where are we now in the roadmap? How does it differ or enhance the previous topics? Refer back to the syllabus to see where you are in the context of the whole semester.

 

Converse with classmates, teaching assistants, and instructors about the subject. Ask questions that come up during your personal reflection time, listen to what they think, and synthesize your own conclusions. I may not remember what a lecture covers, but I can usually remember good conversations.

 

Go to office hours. Most instructors and TAs are just waiting for you to come and talk to them. They usually don’t see many students until an assignment is due or before exams. The truth is, they would love to have conversations with students from the beginning of the class. These are people who dedicate their lives to academia. Nothing gives them more joy and fulfillment than seeing students who love to learn. So talk to them. They’re humans, trust me. Ask them about their career, why they chose to be in academia. You may be in for surprises.

 

If you want to take it to the next level, create your own thought process map or chart in organizing the course materials. If you were to teach the course, how would you do it?

 

After the Course

 

Once the semester ends and final exams are over, don’t just discard the materials you’ve learned and dump all memory to oblivion. Spend some time contextualizing the course in the bigger framework of your life education.

 

What are the key principles you learned from the course?

 

Connect the subject with other courses or fields of study. How do they relate to each other? How do they make you a better doctor/engineer/social worker or whatever career you are pursuing? This exercise helps you understand what relevance does this subject have in the world. Write down your thoughts to summarize the course and the whole semester.

 

 

These things don’t have to take a lot of your time; a few minutes here and there will do. And you don’t even have to do all of them. You can start implementing one thing into your daily habits, and add on later. In fact, I would argue any one item would naturally lead to the others, since this is about approaching school as a wisdom seeker. When this self-evaluation becomes a habit, it will change the way you live and learn hereafter.

 

Further reading: 

If you want to learn more on how to be an efficient learner, read How to Read a Book by Mortimer Adler. It has a brilliant section on how to skim a book!

 

Photo credit: Freekpik

After Learning: The Role of Reflection in Gaining Wisdom

After Learning: The Role of Reflection in Gaining Wisdom

This essay continues the thoughts in a previous essay, Before Learning: The Role of Awe in Life and Learning.

 

If wonder is the beginning of wisdom, perhaps reflection is the other bookend, the process by which we form thoughts, shape opinions, and reach conclusions on the things we learn.

 

If I Could Do School Over

 

If I were to re-do my schooling—I wouldn’t—I would take more time to reflect. Here’s why. Throughout the years of formal education, I tended to do better in final exams than in midterms, because I learned the most when studying for finals. The distinct difference here was the scope of the materials. During finals, I studied the entire curriculum for a given subject, which gave me a narrative of the past semester.

 

Having this big-picture view, I finally understood the context of each individual lesson, why we went through certain subjects, and how they connected to other topics in the class. I knew this then and I know it now: I was always a big-picture learner. I could grasp knowledge better if I knew its context, as if fitting it to a larger puzzle in my mind.

 

In my field, most classes involved solving problems with a multitude of equations. During the semester, it was easy to get lost in what the lecture covered at a particular moment, since the equations looked similar from week to week. How did week 5’s problem differ from week 4? Since the lectures went over nuances of similar problems, it could be hard to discern the differences in real time.

 

It also didn’t help that during lectures, I was too busy copying notes from the board, limiting my attention to the essence of the lecture.

 

But all of these fragmented pieces would come together beautifully during finals (and often not before this). I now understood how to apply the equations in the appropriate time and situation. I could understand the problem formulation, the principles that applied to it, and the method to solve it. This integration, to me, was the pinnacle of learning. I finally grasped what I studied.

 

Yet, truthfully, I did not have to wait until finals for this knowledge-alignment to happen. It could have taken place throughout the semester; I just did not have the wisdom to try seeing the big picture. If I could do school over, I would reflect more to understand the context of what I learned each day.

 

The Growth of the Mind

 

In Before Learning, I mentioned Mortimer Adler’s—author of How to Read a Book—definition of learning as the process by which the gap or inequality between the mind of the teacher and the student is closed. Once this gap is closed, though, equality is reached, and a learner can then evaluate and judge the situation for herself. She may agree or disagree with the teacher, fully or partially. The bottom line is, this post-learning experience is a crucial part in independent thinking–to think for oneself and not be a mere reflector of other people’s thoughts.

 

In reflection, we organize knowledge into a mental framework or worldview. Perhaps before, we only knew one side of an argument, but after learning, we see another side and gain perspective on our original position. Perhaps we gain wider horizons on how the world works. A life of continual learning means a continual shifting of this mental structure, not always drastically, but a shift nonetheless. This is the growth of the mind.

 

The pace of schooling these days could well prevent a student from integrating all these bits of knowledge into a coherent set of insights, if she didn’t take time to reflect. Thus, I’m advocating a carving out of time to do this slow thinking in one’s life schedule.

 

Contextualization and Connection

 

Personally, reflection is about two things: contextualization and connection.

 

Contextualization is about understanding the bigger picture, the context in which a particular subject resides. It’s about answering these questions: Why is this subject important? What problem does it address? What problems does it not address? Are there limitations to its proposed solutions?

 

Usually, this bigger context is a real life issue. In scientific journal papers, the biggest context is usually the introductory paragraph, big statements like curing cancer, solving the energy problem, etc. The subject matter that we study, though, is usually a subset of a subset of the solutions, meaning that there is a cascade of contexts between the biggest picture and our subject matter. Developing this mental framework takes time, but will distinguish those who excel in understanding from regular learners.

 

Connection is about linking the subject matter to other adjacent topics within the same context. How does this material connect with what I already know? Does it complement, expand, or contradict my previous understanding? How about its relationship with other approaches or propositions? What other disciplines are relevant to this subject?

 

This approach applies some divergent thinking. It would also help prevent thinking about something in a single narrative.

 

Maybe there is one more dimension to reflection worth adding here. It’s personalization—how does this learning change me as a person? Am I different? What would I do differently given this new understanding?

 

Reflect to Gain Wisdom

 

There are ways to develop a habit of reflection in life. I’d like to suggest here a few tips on how to do this practically.

 

For students, reflect often on what you learned in class that day. Do it often, daily or weekly (monthly or quarterly is too long, in my opinion). Pushing it further, write down your thoughts—a line or two—each time. This will help you retain information.

 

When the quarter or semester is over, ask yourself, what new understanding did you gain compared to the previous semester? How did the class connect to other subjects? Concurrently, this reflection would also help you find interests and explore a potential career in the future.

 

For the general population, take time to ask yourself, have I learned anything recently? Am I growing? Are my skills developing? Without the structure of formal education, we can get lost in just doing the same things week by week, month by month, and year by year. It’s important to take stock on our growth process in all aspects of life and work.

 

For readers, after reading a book, ask the following questions:

– What did the author propose?

– What problem did he address? What didn’t he address?

– What truths are proposed in the book?

– Do I agree, fully or partially? When does that truth apply, and when does it not apply?

– How am I changed as a result of reading this book?

 

Taking the time to do this instead of rushing to another book will help you remember the content of the book longer. Adler’s books, for example, influenced me in formalizing a structure of post-learning reflection to enhance wisdom. It taught me that there’s work to be done before and after reading a book, and that I am obligated to form an opinion/position.

 

 

Reflection is key in the art of self-learning, serving as guideposts to keep us both motivated and self-aware. If I could share one tenet to live by as a learner, it would be this: Study to be smarter, Reflect to be wiser.

 

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