The Effects of Obligatory and Preferential Frames on Delay Discounting

Autor/inn/en	Barcelos Nomicos, Laura; Jacobs, Kenneth W.; Locey, Matthew L.
Titel	The Effects of Obligatory and Preferential Frames on Delay Discounting
Quelle	In: Analysis of Verbal Behavior, 36 (2020) 1, S.74-86 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barcelos Nomicos, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-020-00127-0
Schlagwörter	Decision Making Skills; Verbal Stimuli; Money Management; Delay of Gratification; Preferences
Abstract	Human decision making is partly determined by the verbal stimuli involved in a choice. Verbal stimuli that may be particularly relevant to human decision making are the words "should" and "like," whereby "should" is presumably associated with what one ought to choose, and "like" is presumably associated with what one prefers to choose. The current study examined the potential effects of "should" and "like" on decisions in a monetary delay-discounting task. Eighty-three participants were recruited from Amazon's Mechanical Turk and were randomly assigned to a sequence of 2 conditions--"should" and "like"--in a repeated-measures experimental design. Based on condition assignment, the questions "Which should you choose?" and "Which would you like to choose?" appeared above each monetary option and its respective delay. Overall, participants demonstrated significantly lower levels of discounting in the "should" condition when compared to the "like" condition. However, this effect was much less consistent for participants exposed to the "should" condition prior to the "like" condition. The results of the current investigation indicate that the use of the words "should" and "like" constitutes separate classes of verbal stimuli that we refer to as obligatory and preferential frames. The effect of obligatory and preferential frames on delay discounting may be relevant to the prediction and control of decision making in social contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01