245:
they were sufficiently epistemically motivated. Additional research found that a leader's emotional displays influence their team's performance. In particular, their team's performance is influenced by the extent to which happiness versus anger is conveyed by the leader. Members' use of their own emotions, as guides for their own behavior, is also determined by the team's level of epistemic motivation. Hence, members' using their own emotions, as guides for their own behavior, are more likely when their epistemic motivation is low, as opposed to instead guiding their behavior according to the emotional displays of their leader, which are more likely when their epistemic motivation is high. The effectiveness of the leader's displays of happiness or anger are also determined by the team's epistemic motivation. For example, the tendency for team performance to improve after a leader displays happiness is stronger when teams are low in epistemic motivation, because they are guided by their affective reactions. Conversely, the tendency for teams to perform better following leader displays of anger are stronger when teams are high in epistemic motivation, because they are guided by their performance inferences. When teams have high epistemic motivation, their members will pay attention to the meaning of emotion, and the task-relevant information pathway will be more potent. When teams have low epistemic motivation, their members will passively contract emotions, and the affective reactions pathway will be more powerful. Mental fatigue and time pressure during stressful periods also impact emotional processing, by making team members more likely to simply react to a leader's mood, than to think carefully about his or her message. A 2015 study found that individuals high in epistemic motivation were more sensitive to negative emotional stimuli than individuals with low epistemic motivation, in an interpersonal, decision-making task.
254:
that are associated with high epistemic motivation, such as openness to experience, high rather than low need for cognition, and low, rather than high, need for structure and aversion ambiguity, correlate positively with many indicators of creativity. Thus, groups populated by individuals with high openness to experience, high need for cognition, or low ambiguity aversion can be expected to have higher average epistemic motivation and, therefore, to engage in more, rather than less, systematic and deliberate information search and processing, leading to higher creativity and innovation. Similar results have been reported at the group-level. Research has found that group members working on a joint task displayed greater levels of creativity when they had low, rather than high, needs for nonspecific closure, or when time pressure was mild, rather than acute. Focusing on group heterogeneity, researchers found that teams with transformational leaders, and greater educational specialization heterogeneity, displayed greater team creativity. These findings suggest that individual members of groups become more creative when they have high, rather than low, epistemic motivation. To the extent that group-level creativity is the combined output of individual performances, groups can be expected to become more creative, as the group's average epistemic motivation is enhanced.
270:
inequality and preserve the status quo. Evidence has been presented that connects epistemic motivation to authoritarianism, dogmatism, political conservatism, and social stereotyping. For example, the personal need for structure is associated with the formation of erroneous group stereotypes. Epistemic motives then exacerbate these stereotypes, as a method for rationalizing outcomes and justifying inequality. One study's finding that conservative ideologies promote the justification of economic inequality was also supported by follow up research. There are some findings to suggest that epistemic motivation, specifically the needs for closure and certainty, make good partners with ideologies that are traditional, conservative, or right-wing. However, research also shows that epistemic motivation can lead people to adhere more strongly to their original ideological positions, either politically left or right. Furthermore, counter to much of the research that has linked epistemic motivation to the right, a group of researchers found in their study that the need for closure was most strongly associated with policy conservatism among people who symbolically identified as liberals, or for whom liberal considerations were made salient.
236:
selective use of information, discourage the use of stereotypes and heuristics, focus information search on diagnostic information, reduce the tendency to reject divergent opinions, and increase the tendency to engage in systematic information processing. An experiment in the
Netherlands showed that groups under process accountability experienced a greater need for more information, repeated unshared information more frequently, and more often chose the correct decision alternative. Further analyses showed that epistemic motivation produced high quality decisions due to the fact that it stimulated systematic information processing. Higher levels of epistemic motivation led groups to initially doubt the sufficiency of information available to them, and for groups with higher levels of epistemic motivation, their group discussions resulted in better decision quality, as compared to groups that had lower levels of epistemic motivation.
258:
angry feedback. These effects were mediated by task engagement and motivation, which anger increased amongst participants with high epistemic motivation. Conversely, anger decreased task engagement and motivation amongst participants with low epistemic motivation. Other research has found that people with high epistemic motivation may be less inclined to disengage from creative, idea-generation tasks, when faced with interfering expressions of anger, than their less epistemically motivated counterparts.
77:
motivation is the desire to process information thoroughly, and thus grasp the meaning behind other people's emotions. In group settings, epistemic motivation can be defined as participants' willingness to expend effort to achieve a thorough, rich, and accurate understanding of the world, including the group task, or decision problem at hand, and the degree to which group members tend to systematically process and disseminate information.
25:
76:
is the desire to develop and maintain a rich and thorough understanding of a situation, utilizing one's beliefs towards knowledge and the process of building knowledge. A learner's motivation towards knowledge as an object influences their knowledge acquisition. In interpersonal relations, epistemic
208:
If the resources to process information are limited, then the information that is easier to process will have a higher likelihood to be utilized, and to affect judgements to a higher degree, than the information that is difficult to process. Conversely, when processing resources are plentiful, then
253:
Group creativity and innovation are both considered a function of epistemic motivation. Characteristics that are associated with low levels of epistemic motivation, such as the need for closure, or the fear of invalidity, negatively correlate with individual creativity. Conversely, characteristics
257:
A study in the
Netherlands found that participants with high epistemic motivation exhibited greater fluency, originality, and flexibility after receiving angry, rather than neutral, feedback on an idea generation task, whereas those with low epistemic motivation were less creative after receiving
244:
Epistemic motivation may influence the processing of information conveyed by emotional displays. Researchers demonstrated, both in the lab and in the field, that negotiators only used the task-relevant information, provided by their opponentsβ emotions, to inform their negotiation strategies when
269:
The epistemic motivation of the need for cognitive closure has been linked with uncertainty motivation and the personal need for structure. Evidence suggests that those who are generally tolerant of ambiguity and uncertainty are less likely to use stereotypes as a manner in which to rationalize
235:
Information can be processed in a quick and effortless, heuristic way, or, in an effortful, deliberate, and systematic way. Which style of information processing an individual will engage in, depends on their epistemic motivation. Heightened epistemic motivation has been shown to decrease the
126:
is related to what people know, or feel they know, about various matters. Under the umbrella of Lay
Epistemic Theory (LET), research on factors involved in a general knowledge formation process have been conducted for over thirty years. LET inspired three separate, but interrelated, research
190:
An elevated need for closure prompts the tendency to "seize" on initial evidence and then "freeze" on the judgments it suggests. Time pressure has been found to increase participants' tendency to seize on "anchors" provided before a task, while fear of invalidity reduced this behavior.
162:
quickly, based on available evidence. This occurs through the mechanism of cognitive closure. The need for cognitive closure is an epistemic motivation that advances knowledge formation and has widely ramifying consequences for individual, interpersonal, and group phenomena.
217:
Epistemic authority refers to a source that an individual may depend on for knowledge acquisition. The work on epistemic authority highlights the centrality, and special role of social source effects, including the self as a source, in the knowledge formation process.
226:
Epistemic motivation has been utilized by researchers and professionals across multiple areas of study, from cognitive science, to emotions and organizational behavior, to creativity & innovation, and politics and public policy, to highlight only a few.
199:
The unimodel investigates the process of new knowledge formation from the information given, and focuses on the evidential basis of all knowledge. It includes both cognitive and motivational factors, which affect informational impact.
85:
Epistemic motivation derives from the broader theory of lay epistemics, which addresses the processes in which individuals form their knowledge in regards to varied topics, such as all possible contents of knowledge, including
1331:
753:
1516:
Jost, J. T.; Thompson, E. P. (2000). "Group-Based
Dominance and Opposition to Equality as Independent Predictors of Self-Esteem, Ethnocentrism, and Social Policy Attitudes among African Americans and European Americans".
724:
Scholten, L.; Van
Knippenberg, D.; Nijstad, B. A.; De Dreu, C. K. W. (2007). "Motivated information processing and group decision-making: Effects of process accountability on information processing and decision quality".
605:
Fiske, S. T.; Neuberg, S. L. (1990). "A continuum of impression formation, from category-based to individuating processes: Influences of information and motivation on attention and interpretation".
1035:
Baer, M.; Oldham, G. R. (2006). "The curvilinear relation between experienced creative time pressure and creativity: Moderating effects of openness to experience and support for creativity".
647:
Kruglanski, A. W.; Webster, D. M. (1991). "Group members' reactions to opinion deviates and conformists at varying degrees of proximity to decision deadline and of environmental noise".
261:
In line with research on the role of epistemic motivation in educational outcomes, epistemic motivation is an important predictor of citizens' engagement with science and technology.
1422:
Thompson, M. M.; Naccarato, M. E.; Parker, K. E. (1989). "Assessing cognitive need: The development of the
Personal Need for Structure and Personal Fear of Invalidity scales".
1148:
Shin, S. J.; Zhou, J. (2007). "When is educational specialization heterogeneity related to creativity in research and development? Transformational leadership as a moderator".
1462:
Schaller, M.; Boyd, C.; Yohannes, J.; O'Brien, N. (1995). "The prejudiced personality revisited: Personal need for structure and formation of erroneous group stereotypes".
528:
Kruglanski, A. W.; Freund, T. (1983). "The freezing and unfreezing of lay-inferences: Effects on impressional primacy, ethnic stereotyping and numerical anchoring".
158:
that is supported by evidence. In theory, a person can continue testing hypotheses indefinitely, without ever solidifying knowledge. Therefore, people may form
1407:
Sorrentino, R. M.; Hancock, R. D. (1986). "The role of information and affective value: A case for the study of individual differences and social influence".
455:
Kruglanski, A.; Orehek, E.; Dechesne, M.; Pierro, A. (2010). "Lay
Epistemic Theory: The Motivational, Cognitive, and Social Aspects of Knowledge Formation".
209:
the difficult to process information will be utilized more to the extent that it is seen to be of greater relevance than the easily processable information.
1295:
Dahl, T.I.; Bals, M.; Turi, A.L. (2005). "Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?".
1444:
Jost, J. T.; Kruglanski, A. W.; Simon, L. (1998). "Effects of epistemic motivation on conservatism, intolerance, and other system justifying attitudes".
1000:
Kruglanski, A. W.; Pierro, A.; Mannetti, L.; De Grada, E. (2006). "Groups as epistemic providers: Need for closure and the unfolding of group-centrism".
395:
De Dreu, C. K. W.; Nijstad, B. A.; Bechtold, M. N.; Baas, M. (2011). "Group
Creativity and Innovation: A Motivated Information Processing Perspective".
899:
Rietzschel, E. F.; De Dreu, C. K. W.; Nijstad, B. A. (2007). "Need for structure and creative performance: The moderating role of fear of invalidity".
1598:
Federico, C. M.; Deason, G.; Fisher, E. L. (2012). "Ideological
Asymmetry in the Relationship Between Epistemic Motivation and Political Attitudes".
1651:
620:
Kruglanski, A. W.; Mayseless, O. (1988). "Contextual effects in hypothesis testing: The role of competing alternatives and epistemic motivations".
1078:
Chirumbolo, A.; Mannetti, L.; Pierro, A.; Areni, A.; Kruglanski, A. W. (2005). "Motivated closed-mindedness and creativity in small groups".
808:"Searing Sentiment Or Cold Calculation? The Effects Of Leader Emotional Displays On Team Performance Depend On Follower Epistemic Motivation"
807:
337:
1183:
Somech, A. (2006). "The effects of leadership style and team processes on performance and innovation in functionally heterogeneous teams".
171:
This need for cognitive closure has been categorized into two sub-types, referred to as the needs for nonspecific, and specific, closure.
709:
De Dreu, C. K. W.; Carnevale, P. J. (2003). "Motivational bases of information processing and strategy in conflict and negotiation.".
1219:
1489:
Jost, J. T.; Banaji, M. R. (1994). "The role of stereotyping in system-justification and the production of false consciousness".
570:
Stuhlmacher, A. F.; Champagne, M. V. (2000). "The impact of time pressure and information on negotiation process and decisions".
182:
Both needs may vary in degree, and lie on a continuum. Therefore, a person may want closure strongly, moderately, or not at all.
1660:
Schefft, M. (2016, August 17). "That's Not Fair! Managing Envy in the
Workplace". University of Cincinnati News. Retrieved from
1571:
Neuberg, S. L.; Newsom, J. T. (1993). "Personal need for structure: Individual differences in the desire for simple structure".
682:
Mayseless, O.; Kruglanski, A. W. (1987). "What makes you so sure?: Effects of epistemic motivations on judgmental confidence".
139:
1647:
Brooks, C. (2016, August 24). "Check Your Ego: Jealous Employees Are Less Productive". Business News Daily. Retrieved from
95:
1641:
O'Connell, A. (2009, November). "Smile, Don't Bark, in Tough Times". Harvard Business Review. Retrieved from
175:
Nonspecific closure refers to a desire for a firm answer to a question, as opposed to confusion or ambiguity.
128:
1648:
1332:"The role of epistemic beliefs in predicting citizen interest and engagement with science and technology"
131:, and epistemic authority. Since the 1980s, one of the most prominent researchers in epistemics has been
1220:"Can expressions of anger enhance creativity? A test of the emotions as social information (EASI) model"
806:
Van Kleef, G. A.; Homan, A.C.; Beersma, B.; Van Knippenberg, D.; Van Knippenberg, B.; Damen, F. (2009).
107:
87:
1544:
Kemmelmeier, M. (1997). "Need for closure and political orientation among German university students".
850:"Epistemic motivation affects the processing of negative emotional stimuli in interpersonal decisions"
485:
Kruglanski, A. W.; Webster, D. M. (1996). "Motivated closing of the mind: "Seizing" and "freezing."".
178:
Specific closure refers to a desire to acquire a specific, personally desirable, answer to a question.
1424:
Paper Presented at the Annual Meeting of the Canadian Psychological Association, Halifax, Nova Scotia
99:
1661:
754:"The interpersonal effects of emotions in negotiations: A motivated information processing approach"
1676:
353:
Boyle, R. A.; Magnusson, S. J.; Young, A. J. (1993). "Epistemic motivation and conceptual change".
119:
1372:
Webster, D. M.; Kruglanski, A. W. (1994). "Individual differences in need for cognitive closure".
355:
Paper Presented at a Meeting of the National Association for Research in Science Teaching, ATL, GA
1351:
1242:
1200:
1130:
1095:
1060:
967:
924:
830:
781:
587:
510:
135:
1615:
1389:
1312:
1277:
1165:
1052:
1017:
959:
916:
881:
773:
664:
502:
333:
132:
942:
Feist, G. J. (1998). "A meta-analysis of personality in scientific and artistic creativity".
1607:
1580:
1553:
1526:
1498:
1471:
1381:
1343:
1304:
1269:
1234:
1192:
1157:
1122:
1087:
1044:
1009:
951:
908:
871:
861:
822:
765:
734:
691:
656:
629:
579:
537:
494:
464:
404:
35:
422:
54:
1655:
138:, who has authored numerous publications over the years, with particular contributions to
1642:
372:
985:
Petty, R. E.; Cacioppo, J. T. (1986). "The elaboration likelihood model of persuasion".
1502:
876:
849:
1670:
1355:
1246:
1204:
1134:
1099:
695:
591:
541:
468:
302:
1636:
971:
928:
834:
785:
514:
1064:
278:
1347:
1385:
1273:
1161:
1113:
Kelly, J. R.; Karau, S. J. (1993). "Entrainment of creativity in small groups".
955:
498:
115:
1584:
1475:
1238:
1048:
1013:
769:
738:
660:
1635:
Motivated Cognition Lab. University of Maryland, College Park. Retrieved from
1557:
826:
583:
282:
155:
111:
1196:
1126:
1091:
912:
866:
1308:
633:
290:
159:
123:
44:
1619:
1530:
1316:
1281:
1169:
1056:
1021:
963:
920:
885:
777:
24:
1393:
668:
506:
294:
151:
1260:
Higgins, E. T. (2006). "Value from hedonic experience and engagement".
298:
150:
A main assumption of LET is that knowledge, or conclusions, comes from
103:
1649:
https://www.businessnewsdaily.com/9356-employee-envy-consequences.html
1611:
408:
286:
91:
330:
Lay Epistemics and Human Knowledge: Cognitive and Motivational Bases
1662:
https://www.uc.edu/news/articles/legacy/enews/2016/08/e23777.html
752:
Van Kleef, G. A.; De Dreu, C. K. W.; Manstead, A. S. R. (2004b).
18:
1218:
Van Kleef, G. A.; Anastasopoulou, C.; Nijstad, B. A. (2010).
713:. Vol. 35. New York: Academic Press. pp. 235β291.
127:
programs: the need for cognitive closure, the unimodel of
609:. Vol. 23. San Diego: Academic Press. pp. 1β74.
1411:. Vol. 5. Hillsdale, NJ: Erlbaum. pp. 244β268.
49:
39:
1643:
https://hbr.org/2009/11/smile-dont-bark-in-tough-times
684:
Organizational Behavior and Human Decision Processes
1336:International Journal of Science Education, Part B
397:Psychology of Aesthetics, Creativity, and the Arts
1637:https://terpconnect.umd.edu/~hannahk/Welcome.html
293:. The term derives from the Ancient Greek word "
1330:Choung, H.; Newman, T.P; Stenhouse, N. (2020).
848:Wei, Z.; Ruz, M.; Zhao, Z.; Zheng, Y. (2015).
154:. This conclusion can also be thought of as a
989:. New York: Academic Press. pp. 123β205.
8:
1600:Journal of Personality and Social Psychology
1573:Journal of Personality and Social Psychology
1464:Journal of Personality and Social Psychology
1374:Journal of Personality and Social Psychology
758:Journal of Personality and Social Psychology
649:Journal of Personality and Social Psychology
1448:. Hillsdale, NJ: Erlbaum. pp. 91β116.
987:Advances in experimental social psychology
901:Personality and Social Psychology Bulletin
711:Advances in experimental social psychology
607:Advances in experimental social psychology
557:Dual-process theories in social psychology
1519:Journal of Experimental Social Psychology
1297:British Journal of Educational Psychology
1227:Journal of Experimental Social Psychology
875:
865:
727:Journal of Experimental Social Psychology
530:Journal of Experimental Social Psychology
457:Social and Personality Psychology Compass
114:. The theory assumes that much of social
944:Personality and Social Psychology Review
1409:Social influence: The Ontario Symposium
313:
1457:
1455:
1439:
1437:
1435:
1433:
1367:
1365:
801:
799:
797:
795:
7:
1491:British Journal of Social Psychology
480:
478:
450:
448:
446:
444:
442:
440:
438:
436:
434:
432:
390:
388:
386:
366:
364:
323:
321:
319:
317:
249:Creativity, innovation and education
373:"Smile, Don't Bark, in Tough Times"
1503:10.1111/j.2044-8309.1994.tb01008.x
14:
1446:Shared knowledge in organizations
469:10.1111/j.1751-9004.2010.00308.x
195:The unimodel of social judgement
167:Nonspecific vs. specific closure
23:
555:Chaiken, S.; Trope, Y. (1999).
371:O'Connell, A. (November 2009).
572:Group Decision and Negotiation
423:"The Theory of Lay Epistemics"
1:
1348:10.1080/21548455.2020.1774094
1150:Journal of Applied Psychology
1037:Journal of Applied Psychology
815:Academy of Management Journal
297:", that refers to knowledge,
1546:Journal of Social Psychology
696:10.1016/0749-5978(87)90036-7
542:10.1016/0022-1031(83)90022-7
1386:10.1037/0022-3514.67.6.1049
1274:10.1037/0033-295X.113.3.439
1162:10.1037/0021-9010.92.6.1709
956:10.1207/s15327957pspr0204_5
559:. New York: Guilford Press.
499:10.1037/0033-295X.103.2.263
1693:
1585:10.1037/0022-3514.65.1.113
1476:10.1037/0022-3514.68.3.544
1239:10.1016/j.jesp.2010.05.015
1049:10.1037/0021-9010.91.4.963
1014:10.1037/0033-295X.113.1.84
770:10.1037/0022-3514.87.4.510
739:10.1016/j.jesp.2006.05.010
661:10.1037/0022-3514.61.2.212
328:Kruglanski, A. W. (1989).
146:Need for cognitive closure
1558:10.1080/00224549709595501
827:10.5465/amj.2009.41331253
222:Multi-disciplinary impact
1197:10.1177/0149206305277799
1127:10.1177/1046496493242002
1092:10.1177/1046496404268535
913:10.1177/0146167207301017
867:10.3389/fpsyg.2015.01057
1309:10.1348/000709905X25049
854:Frontiers in Psychology
634:10.1521/soco.1988.6.1.1
584:10.1023/A:1008736622709
377:Harvard Business Review
38:, as no other articles
1531:10.1006/jesp.1999.1403
231:Information processing
108:statistical inferences
1185:Journal of Management
204:Resource availability
1262:Psychological Review
1115:Small Group Research
1080:Small Group Research
1002:Psychological Review
487:Psychological Review
332:. New York: Plenum.
265:System justification
186:Seizing and Freezing
81:Lay Epistemic Theory
74:Epistemic motivation
16:Epistemic Motivation
213:Epistemic authority
133:social psychologist
96:causal attributions
1654:2017-01-23 at the
136:Arie W. Kruglanski
57:for suggestions.
47:to this page from
339:978-1-4899-0926-8
285:dealing with the
140:cognitive closure
71:
70:
1684:
1624:
1623:
1612:10.1037/a0029063
1595:
1589:
1588:
1568:
1562:
1561:
1541:
1535:
1534:
1513:
1507:
1506:
1486:
1480:
1479:
1459:
1450:
1449:
1441:
1428:
1427:
1419:
1413:
1412:
1404:
1398:
1397:
1380:(6): 1047β1062.
1369:
1360:
1359:
1327:
1321:
1320:
1292:
1286:
1285:
1257:
1251:
1250:
1233:(6): 1042β1048.
1224:
1215:
1209:
1208:
1180:
1174:
1173:
1156:(6): 1709β1721.
1145:
1139:
1138:
1110:
1104:
1103:
1075:
1069:
1068:
1032:
1026:
1025:
997:
991:
990:
982:
976:
975:
939:
933:
932:
896:
890:
889:
879:
869:
845:
839:
838:
812:
803:
790:
789:
749:
743:
742:
721:
715:
714:
706:
700:
699:
679:
673:
672:
644:
638:
637:
622:Social Cognition
617:
611:
610:
602:
596:
595:
567:
561:
560:
552:
546:
545:
525:
519:
518:
482:
473:
472:
452:
427:
426:
419:
413:
412:
409:10.1037/a0017986
392:
381:
380:
368:
359:
358:
350:
344:
343:
325:
66:
63:
52:
50:related articles
27:
19:
1692:
1691:
1687:
1686:
1685:
1683:
1682:
1681:
1667:
1666:
1656:Wayback Machine
1632:
1627:
1597:
1596:
1592:
1570:
1569:
1565:
1543:
1542:
1538:
1515:
1514:
1510:
1488:
1487:
1483:
1461:
1460:
1453:
1443:
1442:
1431:
1421:
1420:
1416:
1406:
1405:
1401:
1371:
1370:
1363:
1329:
1328:
1324:
1294:
1293:
1289:
1259:
1258:
1254:
1222:
1217:
1216:
1212:
1182:
1181:
1177:
1147:
1146:
1142:
1112:
1111:
1107:
1077:
1076:
1072:
1034:
1033:
1029:
999:
998:
994:
984:
983:
979:
941:
940:
936:
898:
897:
893:
847:
846:
842:
810:
805:
804:
793:
751:
750:
746:
723:
722:
718:
708:
707:
703:
681:
680:
676:
646:
645:
641:
619:
618:
614:
604:
603:
599:
569:
568:
564:
554:
553:
549:
527:
526:
522:
484:
483:
476:
463:(10): 939β950.
454:
453:
430:
421:
420:
416:
394:
393:
384:
370:
369:
362:
352:
351:
347:
340:
327:
326:
315:
311:
281:is the area of
276:
267:
251:
242:
233:
224:
215:
206:
197:
188:
169:
148:
129:social judgment
83:
67:
61:
58:
48:
45:introduce links
28:
17:
12:
11:
5:
1690:
1688:
1680:
1679:
1669:
1668:
1665:
1664:
1658:
1645:
1639:
1631:
1630:External links
1628:
1626:
1625:
1606:(3): 381β398.
1590:
1563:
1552:(6): 787β789.
1536:
1525:(3): 209β232.
1508:
1481:
1470:(3): 544β555.
1451:
1429:
1414:
1399:
1361:
1342:(3): 248β265.
1322:
1303:(2): 257β273.
1287:
1268:(3): 439β460.
1252:
1210:
1175:
1140:
1121:(2): 179β198.
1105:
1070:
1043:(4): 963β970.
1027:
992:
977:
950:(4): 290β309.
934:
907:(6): 855β866.
891:
840:
821:(3): 562β580.
791:
764:(4): 510β528.
744:
733:(4): 539β552.
716:
701:
690:(2): 162β183.
674:
655:(2): 212β225.
639:
612:
597:
578:(6): 471β491.
562:
547:
536:(5): 448β468.
520:
493:(2): 263β283.
474:
428:
414:
382:
360:
345:
338:
312:
310:
307:
275:
272:
266:
263:
250:
247:
241:
238:
232:
229:
223:
220:
214:
211:
205:
202:
196:
193:
187:
184:
180:
179:
176:
168:
165:
147:
144:
82:
79:
69:
68:
55:Find link tool
31:
29:
22:
15:
13:
10:
9:
6:
4:
3:
2:
1689:
1678:
1675:
1674:
1672:
1663:
1659:
1657:
1653:
1650:
1646:
1644:
1640:
1638:
1634:
1633:
1629:
1621:
1617:
1613:
1609:
1605:
1601:
1594:
1591:
1586:
1582:
1578:
1574:
1567:
1564:
1559:
1555:
1551:
1547:
1540:
1537:
1532:
1528:
1524:
1520:
1512:
1509:
1504:
1500:
1496:
1492:
1485:
1482:
1477:
1473:
1469:
1465:
1458:
1456:
1452:
1447:
1440:
1438:
1436:
1434:
1430:
1425:
1418:
1415:
1410:
1403:
1400:
1395:
1391:
1387:
1383:
1379:
1375:
1368:
1366:
1362:
1357:
1353:
1349:
1345:
1341:
1337:
1333:
1326:
1323:
1318:
1314:
1310:
1306:
1302:
1298:
1291:
1288:
1283:
1279:
1275:
1271:
1267:
1263:
1256:
1253:
1248:
1244:
1240:
1236:
1232:
1228:
1221:
1214:
1211:
1206:
1202:
1198:
1194:
1190:
1186:
1179:
1176:
1171:
1167:
1163:
1159:
1155:
1151:
1144:
1141:
1136:
1132:
1128:
1124:
1120:
1116:
1109:
1106:
1101:
1097:
1093:
1089:
1085:
1081:
1074:
1071:
1066:
1062:
1058:
1054:
1050:
1046:
1042:
1038:
1031:
1028:
1023:
1019:
1015:
1011:
1008:(1): 84β100.
1007:
1003:
996:
993:
988:
981:
978:
973:
969:
965:
961:
957:
953:
949:
945:
938:
935:
930:
926:
922:
918:
914:
910:
906:
902:
895:
892:
887:
883:
878:
873:
868:
863:
859:
855:
851:
844:
841:
836:
832:
828:
824:
820:
816:
809:
802:
800:
798:
796:
792:
787:
783:
779:
775:
771:
767:
763:
759:
755:
748:
745:
740:
736:
732:
728:
720:
717:
712:
705:
702:
697:
693:
689:
685:
678:
675:
670:
666:
662:
658:
654:
650:
643:
640:
635:
631:
627:
623:
616:
613:
608:
601:
598:
593:
589:
585:
581:
577:
573:
566:
563:
558:
551:
548:
543:
539:
535:
531:
524:
521:
516:
512:
508:
504:
500:
496:
492:
488:
481:
479:
475:
470:
466:
462:
458:
451:
449:
447:
445:
443:
441:
439:
437:
435:
433:
429:
424:
418:
415:
410:
406:
402:
398:
391:
389:
387:
383:
378:
374:
367:
365:
361:
356:
349:
346:
341:
335:
331:
324:
322:
320:
318:
314:
308:
306:
304:
303:understanding
300:
296:
292:
288:
284:
280:
273:
271:
264:
262:
259:
255:
248:
246:
239:
237:
230:
228:
221:
219:
212:
210:
203:
201:
194:
192:
185:
183:
177:
174:
173:
172:
166:
164:
161:
157:
153:
145:
143:
141:
137:
134:
130:
125:
121:
117:
113:
109:
105:
101:
97:
93:
89:
80:
78:
75:
65:
56:
51:
46:
42:
41:
37:
32:This article
30:
26:
21:
20:
1603:
1599:
1593:
1576:
1572:
1566:
1549:
1545:
1539:
1522:
1518:
1511:
1494:
1490:
1484:
1467:
1463:
1445:
1423:
1417:
1408:
1402:
1377:
1373:
1339:
1335:
1325:
1300:
1296:
1290:
1265:
1261:
1255:
1230:
1226:
1213:
1188:
1184:
1178:
1153:
1149:
1143:
1118:
1114:
1108:
1083:
1079:
1073:
1040:
1036:
1030:
1005:
1001:
995:
986:
980:
947:
943:
937:
904:
900:
894:
857:
853:
843:
818:
814:
761:
757:
747:
730:
726:
719:
710:
704:
687:
683:
677:
652:
648:
642:
625:
621:
615:
606:
600:
575:
571:
565:
556:
550:
533:
529:
523:
490:
486:
460:
456:
417:
400:
396:
376:
354:
348:
329:
279:Epistemology
277:
268:
260:
256:
252:
243:
234:
225:
216:
207:
198:
189:
181:
170:
149:
84:
73:
72:
59:
33:
1579:: 113β131.
1191:: 132β157.
112:stereotypes
100:impressions
1677:Epistemics
309:References
283:philosophy
156:hypothesis
62:April 2019
53:; try the
40:link to it
1356:225727904
1247:144953610
1205:145594432
1135:145467908
1100:146254407
1086:: 59β82.
592:150877775
403:: 81β89.
291:knowledge
274:Etymology
160:judgments
124:cognition
88:attitudes
43:. Please
1671:Category
1652:Archived
1620:22731763
1497:: 1β27.
1317:16033666
1282:16802877
1170:18020807
1057:16834519
1022:16478302
972:24067985
964:15647135
929:27465948
921:17478610
886:26257698
860:: 1057.
835:52848378
786:18853884
778:15491275
628:: 1β20.
515:19253040
295:epistΔmΔ
240:Emotions
152:evidence
104:opinions
1394:7815301
1065:9571246
877:4511879
669:1920063
507:8637961
299:science
116:conduce
92:beliefs
1618:
1392:
1354:
1315:
1280:
1245:
1203:
1168:
1133:
1098:
1063:
1055:
1020:
970:
962:
927:
919:
884:
874:
833:
784:
776:
667:
590:
513:
505:
336:
287:theory
120:affect
110:, and
36:orphan
34:is an
1352:S2CID
1243:S2CID
1223:(PDF)
1201:S2CID
1131:S2CID
1096:S2CID
1061:S2CID
968:S2CID
925:S2CID
831:S2CID
811:(PDF)
782:S2CID
588:S2CID
511:S2CID
301:, or
122:, or
1616:PMID
1390:PMID
1313:PMID
1278:PMID
1166:PMID
1053:PMID
1018:PMID
960:PMID
917:PMID
882:PMID
774:PMID
665:PMID
503:PMID
334:ISBN
1608:doi
1604:103
1581:doi
1554:doi
1550:137
1527:doi
1499:doi
1472:doi
1382:doi
1344:doi
1305:doi
1270:doi
1266:113
1235:doi
1193:doi
1158:doi
1123:doi
1088:doi
1045:doi
1010:doi
1006:113
952:doi
909:doi
872:PMC
862:doi
823:doi
766:doi
735:doi
692:doi
657:doi
630:doi
580:doi
538:doi
495:doi
491:103
465:doi
405:doi
289:of
1673::
1614:.
1602:.
1577:65
1575:.
1548:.
1523:36
1521:.
1495:33
1493:.
1468:68
1466:.
1454:^
1432:^
1388:.
1378:67
1376:.
1364:^
1350:.
1340:10
1338:.
1334:.
1311:.
1301:75
1299:.
1276:.
1264:.
1241:.
1231:46
1229:.
1225:.
1199:.
1189:32
1187:.
1164:.
1154:92
1152:.
1129:.
1119:24
1117:.
1094:.
1084:36
1082:.
1059:.
1051:.
1041:91
1039:.
1016:.
1004:.
966:.
958:.
946:.
923:.
915:.
905:33
903:.
880:.
870:.
856:.
852:.
829:.
819:52
817:.
813:.
794:^
780:.
772:.
762:87
760:.
756:.
731:43
729:.
688:39
686:.
663:.
653:61
651:.
624:.
586:.
574:.
534:19
532:.
509:.
501:.
489:.
477:^
459:.
431:^
399:.
385:^
375:.
363:^
316:^
305:.
142:.
118:,
106:,
102:,
98:,
94:,
90:,
1622:.
1610::
1587:.
1583::
1560:.
1556::
1533:.
1529::
1505:.
1501::
1478:.
1474::
1426:.
1396:.
1384::
1358:.
1346::
1319:.
1307::
1284:.
1272::
1249:.
1237::
1207:.
1195::
1172:.
1160::
1137:.
1125::
1102:.
1090::
1067:.
1047::
1024:.
1012::
974:.
954::
948:2
931:.
911::
888:.
864::
858:6
837:.
825::
788:.
768::
741:.
737::
698:.
694::
671:.
659::
636:.
632::
626:6
594:.
582::
576:9
544:.
540::
517:.
497::
471:.
467::
461:4
425:.
411:.
407::
401:5
379:.
357:.
342:.
64:)
60:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
