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Belief bias is the tendency to judge the strength of based on the plausibility of their conclusion rather than how strongly they justify that conclusion. A person is more likely to accept an argument that supports a conclusion that aligns with their values, beliefs and prior knowledge, while rejecting counter arguments to the conclusion. Belief bias is an extremely common and therefore significant form of error; we can easily be blinded by our beliefs and reach the wrong conclusion. Belief bias has been found to influence various reasoning tasks, including conditional reasoning, relation reasoning and transitive reasoning.
An example of an invalid syllogism is:
Typically, a majority of test subjects in studies incorrectly identify this syllogism as one in which the conclusion follows from the premises. It might be true in the real world that a) girls study and b) this is because they are ambitious. However, this argument is a fallacy, because the conclusion is not supported by its premises. The validity of an argument is independent from the truth of its conclusion: there are valid arguments for false conclusions and invalid arguments for true conclusions. Hence, it is an error to judge the validity of an argument from the plausibility of its conclusion. This is the reasoning error known as belief bias.
When a person gives a response that is determined by the believability of the conclusion rather than logical validity, this is referred to as belief bias only when a syllogism is used. This phenomenon is so closely related to syllogistic reasoning that, when it does occur, in areas such as Wason's selection task or the THOG problem, it is called "memory cueing" or the "effects of content".
The dual-process cognitive theory is different from the two minds hypothesis. Research done by Jonathan St B. T. Evans in 2007 provided evidence for the view that System 1, which serves as a quick heuristic processor, fights for control over System 2's slower analytical approach. In the experiment, participants were asked to evaluate syllogisms that have valid arguments with unconvincing conclusions; valid arguments with convincing conclusions; invalid arguments with unconvincing conclusions; invalid arguments with convincing conclusions. The results show that when the conclusion is believable, people blindly accept invalid conclusions more so than invalid arguments are accepted.
Consequently, these results demonstrated a greater acceptance of more believable (80%), than unbelievable (33%) conclusions. Participants also illustrated evidence of logical competences and the results determined an increase in acceptance of valid (73%) than invalid (41%). Additionally, there's a small difference between believable and valid (89%) in comparison to unbelievable and invalid (56%) (Evans, Barston & Pollard, 1983; Morley, Evans & Handley, 2004).
It has been argued that using more realistic content in syllogisms can facilitate more normative performance from participants. It has been suggested that the use of more abstract, artificial content will also have a biasing effect on performance. Therefore, more research is required to fully understand how and why belief bias occurs and if there are certain mechanisms that are responsible for such things. There is also evidence of clear individual differences in normative responding that are predicted by the response times of participants.
A 1989 study by Markovits and Nantel gave participants four reasoning tasks. The results indicated “a significant belief-bias effect” that existed “independently of the subjects' abstract reasoning ability.”
A 2010 study by Donna Torrens examined differences in belief bias among individuals. Torrens found that “the extent of an individual's belief bias effect was unrelated to a number of measures of reasoning competence” but was, instead, related to that person's ability “to generate alternative representations of premises: the more alternatives a person generated, the less likely they were to show a belief bias effect."
In a 2010 study, Chad Dube and Caren M. Rotello of the University of Massachusetts and Evan Heit of the University of California, Merced, showed that “the belief bias effect is simply a response bias effect.”
In a 2012 study, Adrian P. Banks of the University of Surrey explained that “belief bias is caused by the believability of a conclusion in working memory which influences its activation level, determining its likelihood of retrieval and therefore its effect on the reasoning process.”
Michelle Colleen and Elizabeth Hilscher of the University of Toronto showed in 2014 that belief bias can be affected by the difficulty level and placement of the syllogism in question.
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