@inproceedings{8e2d5919d0f34b628c2f329acef26d41,
title = "Explain, Explore, Exploit: Effects of Explanation on Information Search",
abstract = "How does actively seeking explanations for one's observations affect information search over the course of learning? Generating explanations could plausibly lead learners to take advantage of the information they have already obtained, resulting in less exploration. Alternatively, explaining could lead learners to explore more, especially after encountering evidence that suggests their current beliefs are incorrect. In two experiments using a modified observe or bet task, we investigate these possibilities and find support for the latter: participants who are prompted to explain their observations in the course of learning tend to explore more, especially after encountering evidence that challenges a current belief.",
keywords = "decision making, explanation, exploration, learning",
author = "Liquin, {Emily G.} and Tania Lombrozo",
note = "Funding Information: This work was supported by a McDonnell Foundation award to TL. EL is also the recipient of a National Science Foundation Graduate Research Fellowship. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the McDonnell Foundation or the National Science Foundation. Publisher Copyright: {\textcopyright} CogSci 2017.; 39th Annual Meeting of the Cognitive Science Society: Computational Foundations of Cognition, CogSci 2017 ; Conference date: 26-07-2017 Through 29-07-2017",
year = "2017",
language = "English (US)",
series = "CogSci 2017 - Proceedings of the 39th Annual Meeting of the Cognitive Science Society: Computational Foundations of Cognition",
publisher = "The Cognitive Science Society",
pages = "2598--2603",
booktitle = "CogSci 2017 - Proceedings of the 39th Annual Meeting of the Cognitive Science Society",
}