Applying Inhibitory Control Theories to Shoot/Don't-Shoot Decisions

Autor/in	Biggs, Adam T.
Titel	Applying Inhibitory Control Theories to Shoot/Don't-Shoot Decisions
Quelle	In: Applied Cognitive Psychology, 36 (2022) 1, S.154-165 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biggs, Adam T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3905
Schlagwörter	Inhibition; Self Control; Decision Making; Cognitive Processes; Error Patterns; Correlation; Vignettes; Weapons + Suchen Sie Ihr Suchwort? Hemmung; Selbstbeherrschung; Decision-making; Entscheidungsfindung; Cognitive process; Kognitiver Prozess; Fehlertyp; Korrelation; Weapon; Waffe
Abstract	Inhibitory control has been identified as a prominent factor in shoot/don't-shoot errors. Although emerging evidence continues to support this relationship, there is critical nuance and depth that can significantly alter this connection between a cognitive capability and a critical real-world application. For example, presenting shoot/don't-shoot decisions in go/no-go laboratory paradigms inherently makes several use-of-force assumptions. The current discussion will explore the primary issues surrounding this relationship, including the practical and cognitive assumptions made in a shoot/don't-shoot paradigm. Prominent ideas and theories of inhibitory control will be interpreted within a shoot/don't-shoot scenario to further explore the boundaries of this connection. Empirical evidence supporting this link will also be examined, and finally, several areas for future research will be identified. Taken together, this review will synthesize the current understanding about any connection between inhibitory control and lethal force errors while highlighting several productive areas for further investigations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01