Feeds:
Posts
Comments

Comic writer Danny Katz illustrates the kind of chaos that so often goes on in our minds as we try to make decisions:

Dizzy with salt-hypertension, I froze before this great plastic-bottled Red Sea, overwhelmed by the choices, staging a whole National Water Commission in my head: Do I want Natural Water? Will it be as natural as the Organic Water? Do I go Fiji Water? Will it be tepid and tropical with kite-surfing breezes? Or do I support Australian and get the Outback Spirit Water, possibly flavoured with red dust and rank wild camels? What about the bottle of designer water with the amusing label blurb written by an ad copywriter who once did a comedy try-out night in the late ’90s? It has the giggle-nutrients I so sorely need.

This is funny in part because the issue is so trivial.  But essentially the same thing goes on as we struggle with more important decisions which may have more complex arrays of options and arguments.   And essentially the same thing also often when a group sits around table – perhaps a board room table – and works through a deliberative decision collectively.

I was recently asked “Is mindfulness the same as metacognition?”

It is a reasonable question.  The concepts are closely related.  However I think they should be teased apart.  They are more like cousins than identical twins.

Mindfulness in the everyday sense is something like “having your mind on the job” which I would translate as doing something attentively and carefully.

This is not exactly what Ellen Langer meant by it.  Langer is the academic who brought the concept of mindfulness to prominence in social science, and more widely, with publications like Mindfulness and  The Power of Mindful Learning.  In the former book she says

the key qualities of a mindful state of being [are]: (1) creation of new categories; (2) opennness to new information; and (3) awareness of more than one perspective. (p.62)

Metacognition is basically just thinking about one’s own thinking, though the term generally also has the connotation that the thinking one is doing about one’s thinking is aimed at or being used to improve that thinking.

So with these definitions on the table, it seems fairly clear that metacognition is not the same as mindfulness in either of its senses.  Metacognition is concerned what you’re thinking about.  Mindfulness is concerned with how you think as you go about what you’re doing.

You can be engaged in your work mindfully, in the ordinary sense, without going up a level, so to speak, and attending to your thought processes themselves – that is, without any metacognition.  And I think the same is true for mindfulness in Langer’s sense.  I can create new categories, be open to new information, and be aware of more than one perspective, without  ”stepping back” and thinking about whether and how I am actually doing these things.

In fact I’d go further and say that “expert” mindfulness – the mindful behavior of someone who had truly mastered mindfulness – would not be metacognitive.   The truly mindful person would not need to reflect on her thinking, and indeed doing so would actually interfere with mindful activity.

Generally it is beginners who need to think about what they are doing.  The learner driver needs to pay lots of attention to even the most mundane aspects of driving, such as where the gearshift is.  The experienced driver pays very little attention to driving, and can carry on a lively conversation instead.

The same is true for thinking.  ”Beginner” thinkers – that is, thinkers who have only just begun to try to rise above ordinary (in)competence – will need to pay lots of attention to their thinking, with the intent to understand how they are thinking and to modify that thinking in line with certain guidelines. As they master those alternative patterns of thought, the need for metacognitive reflection as a steering mechanism diminishes.

When you first attempt to cultivate Langerian mindfulness, you would need to pay attention to how you are going about your tasks, and in particular how you are thinking as you go about them; and you would have to be thinking about how that thinking could be modified in a “mindful” direction.  Thus, metacognition would be an essential activity.  But as you mastered mindfulness, you could just be mindfully engaged without needing to think about it (the thinking).  This is good because whatever mental energy you might have put into reflecting on your thinking can instead be devoted to the primary task, deepening your mindful engagement.

Coming from the other direction, metacognition can be “un-mindful”.  I can think about my thinking without (1) creating new categories, etc..  In fact a beginner’s metacognition is likely to be quite “mindless” in this technical sense.   But just as you will, say, exercise better if you do so mindfully, so you will cognize and indeed metacognize better if you do so mindfully.

Thus mindfulness and metacognition differ in this respect: novice mindfulness is metacognitive; expert metacognition is mindful.

All this reminds me of an issue in the definition of critical thinking.  If you look in the academic literature, there are lots of different definitions of “critical thinking.”  My feeling is that nobody has every really improved on Francis’ Bacon’s account back in 1605:

For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture.

However for most people this definition is too wordy, too complicated, and just too… old.  Surely these days we can pin down the essence of critical thinking more precisely and succinctly?  If you really want the concept in a nutshell, then my version is

The art of being right

which may not capture every nuance, but is, I sincerely maintain, “better than any other definition that short.”

Anyway, one of the better known figures in the field, Richard Paul, has defined critical thinking as

The art of thinking about your thinking, while you’re thinking, so as to make your thinking more clear, precise, accurate, relevant, consistent, and fair…

This seems to me almost exactly wrong.  Sure, critical thinking is thinking that is clear, precise, etc..  But there should be no requirement that you have to think about your thinking.   Just think clearly, precisely, etc. about your topic – your health, the financial crisis, or whatever.   The beginner critical thinker will have to reflect on her thinking, in order to improve that thinking.  But the expert critical thinker just will be clear, precise etc. in thinking about the matter at hand.  Requiring the sharp thinker to think about her thinking would be like requiring the expert tennis player to think about her stroke while playing.  It would immediately degrade her game.

So Richard Paul, my advice is – chop off the first phrase and you’d have a good definition.  You might then add that if you’re a novice, then in order to make thinking more clear, etc., you may have to do some reflecting on your thinking.  But your goal will be to get beyond that stage as quickly as you reasonably can.

Last night I re-sorted all my work-related books, with approximately one shelf for each of the following categories:

  1. Argumentation theory, informal logic, and critical thinking
  2. Psychology of judgement and decision making
  3. Popular (“trade”) books on mind and rationality
  4. Software development, including UI and interaction design and usability
  5. Visual thinking, information design and architecture
  6. Training, elearning and educational design
  7. Books about business, with focus on decision making and leadership
  8. And of course, books that fit none of the above.  
Draft of a section of a guide I’m working on.  Feedback welcome. 

Hypothesis investigation (short for “hypothesis-based investigation”) is simply attempting to determine “what is going on” in some situation by assessing various hypotheses or “guesses”.  The goal is to determine which hypothesis is most likely to be true. 

Hypothesis investigation can concern

  • Factual situations – e.g. what are current Saudi oil reserves?
  • Causes – e.g. what killed the dinosaurs?
  • Functions or roles – e.g. what was the Antikythera mechanism for?
  • Future events – e.g. how will the economy be affected by Peak Oil?
  • States of mind – e.g. what are the enemy planning to do?
  • Perpetrators – e.g. Who murdered Professor Plum?

Most investigation is to some extent hypothesis-based.  The exception is situations where the outcome is pre-determined in some way (e.g., a political show trial) and the point of the investigation is simply to amass evidence supporting that determination. 

A related, though subtly different notion is that of “hypothesis driven investigation” (Rasiel, 1999), in which a single hypothesis is selected relatively early in the process, and most effort is then devoted to substantiating this hypothesis.   It is hypothesis-based investigation with all attention focused on one guess, at least while not forced to reject it and consider another. 

Hypothesis investigation is comprised of three main activities

  • Hypothesis generation - coming up with hypotheses;
  • Hypothesis evaluation – assessing relative plausibility of hypotheses given the available evidence; and
  • Hypothesis testing – seeking further evidence.

Traps in Hypothesis Investigation

Hypothesis investigation fails, at its simplest, when we get (take as true) the wrong hypothesis.  This can have dismal consequences if costly actions are then taken.  Hypothesis investigation also fails when

  • there is misplaced or excessive confidence in a hypothesis (even if it happens to be correct);
  •  no conclusion is reached, when more careful investigation might have revealed that one hypothesis was most plausible. 

There are three main traps leading to these failures.

Tunnel vision

Not considering the full range of reasonable hypotheses.   Lots of effort is put into investigating one or a few hypotheses, usually obvious ones, while other possibilities are not considered at all.  All too often one of those others is in fact the right one. 

Abusing the evidence

Here the evidence already at hand is not evaluated properly, leading to erroneous assessments of the plausibility of hypotheses.

A particular item of evidence might be regarded as stronger or more significant than it really is, especially if it appears to support your preferred hypothesis.  Conversely, a “negative” piece of evidence – one that directly undercuts your preferred hypothesis, or appears to strongly support another – is regarded as weak or worthless.    

Further, the whole body of evidence bearing upon a hypothesis might be mis-rated.  A few scraps of dismal evidence might be taken as collectively amounting to a strong case. 

Looking in the wrong places

When seeking additional evidence, you instinctively look for information that in fact is useless or at least not very helpful in terms of helping you determine the truth.

In particular we are prone to “confirmation bias,” which is seeking information that would lend weight to our favoured hypothesis.  We tend to think that by accumulating lots of such supporting evidence, we’re rigorously testing the hypothesis.  But this is a classic mistake. We need to know not only that there’s lots of evidence consistent with our favoured hypothesis, but also that there is evidence inconsistent with alternatives.   You need to seek the right kind of evidence in relation to your whole hypothesis set, rather than just lots of evidence consistent with one hypothesis.  

This can have two unfortunate consequences.  The search may be

  • Ineffective – you never find evidnce which could have very strongly ruled one or more hypotheses “in” or “out”. 
  • Inefficient – the hypothesis testing process may take much more time and resources than it really should have. 

We fall for these traps because of basic facts of human psychology, hard-wired “features” of our thinking tracing back to our evolutionary origins as hunter-gatherers in small tribal units: 

  • We dislike disorder, confusion and uncertainty.  Our brains strive to find the simple pattern that makes sense of a complex or noisy reality. 
  • We don’t like changing our minds.  We find it easier to stick with our current opinion than to upend things and take  Further, we have undue preference for hypotheses that are consistent with our general background beliefs, and so don’t force us to question or modify those beliefs.  
  • We become emotionally engaged in the issues, and build affection for one hypothesis and loathing for others.   Hypothesis investigation becomes a matter of protecting one’s young rather than culling the pack (Chamberlin, 1965).
  • Social pressure.  We become publicly committed to a position, and feel that changing our minds would mean losing face. 

And of course we are frequently under time pressure, exacerbating the above tendencies.    

General Guidelines for Good Hypothesis Investigation

Canvass a wide range of hypotheses

Our natural tendency is to grab hold of the first plausible hypothesis that comes to mind and start shaking it hard.  This should be resisted.  From the outset you should canvass as wide a range of hypotheses as you reasonably can.  It is impossible to canvass all hypotheses and absurd to even try (Maybe 9/11 was the work of the Jasper County Beekeepers!).   But you can and should keep in mind a broad selection of hypotheses, including at least some “long shots.”   In generating this hypothesis set, diversity is at least as important as quantity.

You should continue seeking additional hypotheses throughout the investigation.   Incoming information can suggest interesting new possibilities, but only if you’re in a suitably “suggestible” state of mind.   

Actively investigate multiple hypotheses

At any given time you should keep a number of hypotheses “in play”.   In hypothesis testing, i.e. seeking new information, you should seek information which discriminates which will be “telling” in relation to multiple hypotheses at once. 

Seek disconfirming evidence      

Instead of trying to prove that some hypothesis is correct, you should be trying to prove that it is false.   As philosopher Karl Popper famously observed, the best hypotheses are those that survive numerous attempts at refutation.  
Ideally, you should seek to disconfirm multiple hypotheses at the same.   This can be easier if your hypothesis set is hierarchically organised, allowing you to seek evidence knocking out whole groups of hypotheses at a time.  

Instead of trying to prove that some hypothesis is correct, you should be trying to prove that it is false.   As philosopher Karl Popper famously observed, the best hypotheses are those that survive numerous attempts at refutation.  

Ideally, you should seek to disconfirm multiple hypotheses at the same.   This can be easier if your hypothesis set is hierarchically organised, allowing you to seek evidence knocking out whole groups of hypotheses at a time.  

Structured methodologies.

Some methodologies have been developed to help with hypothesis investigation.  The methodologies have some important advantages over proceeding in an “intuitive” or spontaneous fashion. 

  • They are designed to help us avoid the traps, and do so by building in, to some extent, the general guidelines above.
  • They provide distinctive external representations which help us organize and comprehend the hypothesis sets and the evidence.   These external representations reduce the cognitive load involved in keeping lots of information related in complex ways in our heads.

Some structured methodologies are:

  • Analysis of Competing Hypotheses (Heuer, 1999), designed especially for intelligence analysis
  • Hypothesis Mapping
  • Root Cause Analysis

A common decision making trap is thinking more data = better decision – and so, to make a better decision, you should go out and get more data.  

Let’s call this the datacentric fallacy.  

Of course there are times when you don’t have enough information, when having more information (of the right kind) would improve the decision, and when having some key piece of information would make all the difference.  

Victims of datacentrism however reflexively embark on an obsessive search for ever more information.  They amass mountains of material in hope that they’ll stumble across some critical piece, or critical mass, that will suddenly make clear what the right choice is.  But they are usually chasing a mirage.  

In their addiction to information, what they’re neglecting is the thinking that makes use of all the information they’re gathering.  

As a general rule, quality of thinking is more important than quantity of data.  Which means that you’ll usually be better rewarded by putting any time or energy you have available for decision making into quality control of your thinking rather than searching for more/better/different information.

Richards Heuer made this point in his classic Psychology of Intelligence Analysis.  Indeed he has a chapter on it, called Do You Really Need More Information? (Answer – often, no.  In fact it may hurt you.) 

A similar theme plays out strongly in Phil Rosenzweig’s The Halo Effect… and the Eight Other Business Delusions That Deceive Managers. Rosenzweig provides a scathing critique of business “classics” such as In Pursuit of Excellence, Good to Great and Built to Last, which purport to tell you the magic ingredients for success.  

He points out how in such books  the authors devote much time and effort to boasting about the enormous amount of research they’ve done, and the vast quantities of data they’ve utilised, as if the sheer weight of this information will somehow put their conclusions beyond question.  

Rosenzweig points out that it doesn’t matter how much data you’ve got if you think about it the wrong way.  And think about it the wrong way they did, all being victims of the “halo effect” (among other problems).  In these cases, they failed to realise that the information they were gathering so diligently had been irretrievably corrupted even before they got to it.  

Another place you can find datacentrism  running rampant is in the BI or “business intelligence” industry.  These are the folks who sell software systems for organising, finding, massaging and displaying data in support of business decision making.   BI people tend to think decisions fall automatically out of data, and so presenting more and more data in ever prettier ways is the path to better decision making.

Stephen Few, in his excellent blog Visual Business Intelligence, has made a number of posts taking the industry to task for this obsession with data at the expense of insightful analysis.  

The latest incidence of datacentrism to come my way is courtesy of the Harvard Business Review.  I’ve been perusing this august journal in pursuit of the received wisdom about decision making in the business world.   In a recent post, I complained that the 2006 HBR article How Do Well-Run Boards Make Decisions? told us nothing very useful about how well-run boards make decisions.  

I was hoping to be more impressed by the 2006 article The Seasoned Executive’s Decision Making Style.  The basic story here is that decision making styles change as you go up the corporate ladder, and if you want to continue climbing that ladder you’d better make sure your style evolves in the right way.  (Hint: become more “flexible.”) 

In a sidebar, the authors make a datacentric dash to establish the irrefutablity of their conclusions:

For this study, we tapped Korn/Ferry International’s database of detailed information on  more than 200,000 predominantly North American executives, managers, and business professionals in a huge array of industries and in companies ranging from the Fortune 100 to startups. We examined educational backgrounds, career histories, and income, as well as standardized behavioral assessment profiles for each individual. We whittled the database down to just over 120,000 individuals currently employed in one of five levels of management from entry level to the top.  We then looked at the profiles of people at those five levels of management. This put us in an excellent position to draw conclusions about the behavioral qualities needed for success at each level and to see how those qualities change from one management level to another.

120,000.  Wow. 

They continue:

These patterns are not flukes. When we computed standard analyses of variance to determine whether these differences occurred by chance, the computer spit out nothing but zeroes, even when the probability numbers were worked out to ten decimal points.  That means that the probability of the patterns occurring by chance is less than one in 10 billion. Our conclusion: The observed patterns come as close to statistical fact (as opposed to inference) as we have ever seen.

This seems too good to be true.   Maybe their thinking is going a bit off track here?  

I ran the passage past a psychologist colleague who happens to be a world leader in statistical reform in the social sciences, Professor Geoff Cumming of Latrobe University.   I asked for his “statistician’s horse sense” concerning these impressive claims.  He replied [quoted here with permission]:

P-value purple prose! I love it!

Several aspects to consider. As you know, a p value is Prob(the observed result, or one even more extreme, will occur|there is no true effect). In other words, the conditional prob of our result (or more extreme), assuming the null hypoth is true.

It’s one of the commonest errors (often made, shamefully, in stats textbooks) to equate that conditional prob with the prob that the effect ‘is due to chance’. The ‘inverse probability fallacy’. The second last sentence is a flamboyant statement of that fallacy. (Because it does not state the essential assumption ‘if the null is true’.)

An extremely low p value, as the purple prose is claiming, often in practice (with the typical small samples used in most research) accompanies a result that is large and, maybe, important. But it no way guarantees it. A tiny, trivial effect can give a tiny p value if our sample is large enough. A ‘sample’ of 120,000 is so large that even the very tiniest real effect will give a tiny p. With such large datasets it’s crazy even to think of calculating a p value. Any difference in the descriptive statistics will be massively statistically significant. (‘statistical fact’)

Whether such differences are large, or important, are two totally different issues, and p values can’t say anything about that. They are matters for informed judgment, not the statistician. Stating, and interpreting, any differences is way more important than p-p-purple prose! 

So their interpretation of their data – at least, its statistical reliability – amounts to a “flamboyant statement” of “one of the commonest errors.” Indeed according to Geoff it was “crazy to even think of” treating their data this way.  

The bulk of their article talks about the kinds of patterns they found, and maybe their main conclusions hold up despite the mauling of the statistics.  Maybe.   Actually I suspect their inferences have even more serious problems than committing the inverse probability fallacy – but that’s a topic for another time.  

In sum, beyond a certain point, the sheer volume of your data or information matters much less than thinking about it soundly and insightfully.  Datacentrism, illustrated here, is a kind of intellectual illness which privileges information gathering – which is generally relatively easy to do – over thinking, which is often much harder.

Geoff Williams and I have started circulating a draft version of a whitepaper Improving Board Deliberations: The Role of Decision Mapping.  

We intend to release a final (“1.0″) version in about a month, and are keen to receive feedback, especially from folks with direct experience of board-level decision making.  

Download (pdf)

“As I have said many times, it is simple, but not easy.” – Warren Buffett.

Buffett is of course talking about investment, but the same seems to me to be true of mapping (whether of the decision, argument or hypothesis variants).

The principles are simple enough.  What for example could be simpler to state and understand than the Rabbit Rule – and yet it is so profound, and has such power.

Mapping is not easy, in large part, because it is just a visual discipline for clarifying our thinking. And clarifying our thinking is not easy, even with visual discipline.

Follow

Get every new post delivered to your Inbox.

Join 130 other followers