Intuitive Judgments
intuitive judgments
Short and Synthetically Distort: Investor Reactions to Deepfake Financial News
Recent advances in artificial intelligence have led to new forms of misinformation, including highly realistic “deepfake” synthetic media. We conduct three experiments to investigate how and why retail investors react to deepfake financial news. Results from the first two experiments provide evidence that investors use a “realism heuristic,” responding more intensely to audio and video deepfakes as their perceptual realism increases. In the third experiment, we introduce an intervention to prompt analytical thinking, varying whether participants make analytical judgments about credibility or intuitive investment judgments. When making intuitive investment judgments, investors are strongly influenced by both more and less realistic deepfakes. When making analytical credibility judgments, investors are able to discern the non-credibility of less realistic deepfakes but struggle with more realistic deepfakes. Thus, while analytical thinking can reduce the impact of less realistic deepfakes, highly realistic deepfakes are able to overcome this analytical scrutiny. Our results suggest that deepfake financial news poses novel threats to investors.
Analogical inference in mathematics: from epistemology to the classroom (and back)
In this presentation, we will discuss adaptations of historical examples of mathematical research to bring out some of the intuitive judgments that accompany the working practice of mathematicians when reasoning by analogy. The main epistemological claim that we will aim to illustrate is that a central part of mathematical training consists in developing a quasi-perceptual capacity to distinguish superficial from deep analogies. We think of this capacity as an instance of Hadamard’s (1954) discriminating faculty of the mathematical mind, whereby one is led to distinguish between mere “hookings” (77) and “relay-results” (80): on the one hand, suggestions or ‘hints’, useful to raise questions but not to back up conjectures; on the other, more significant discoveries, which can be used as an evidentiary source in further mathematical inquiry. In the second part of the presentation, we will present some recent applications of this epistemological framework to mathematics education projects for middle and high schools in Italy.