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This case study presents in-class experiential exercises used across business, law, human resources, and public policy to help students understand and internalize cognitive errors, focusing on the anchoring effect—overreliance on initial information. The paper explains how the exercise can be adapted, reports learning effectiveness using aggregated classroom data, and outlines challenges and ethical implications, including strategies to reduce susceptibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/internalizing-cognitive-bias-an-experiential-exercise-for-teaching-and-learning-the-anchoring-effect/594842/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/internalizing-cognitive-bias-an-experiential-exercise-for-teaching-and-learning-the-anchoring-effect/594842.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the anchoring effect emphasized in the document?","Question",{"text":112,"@type":113},"The anchoring effect is a cognitive bias where early information learned about a subject disproportionately influences later judgments and decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document propose teaching the anchoring effect?",{"text":117,"@type":113},"It proposes an experiential, in-class exercise that is easily adapted to different settings, followed by reflection and class discussion through debriefing.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors are discussed regarding adapting the exercise?",{"text":121,"@type":113},"The document describes multiple iterations developed over time, reports effectiveness based on aggregated classroom data and student reactions, and highlights challenges encountered during adaptation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594842,1793030146,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Internalizing Cognitive Bias: An Experiential Exercise for Teaching and Learning the Anchoring Effect  \nJohn C. Kleefeld  \nUniversity of New Brunswick  \nDionne Pohler  \nUniversity of Toronto  \nAbstract  \nThe ability to make good decisions is key to personal and professional success for students. In this case study, we outline a set of in-class exercises that we have used for students in business, law, human resources, and public policy to help them understand and internalize their susceptibility to cognitive errors. Specifically, we illustrate an experiential way to teach and learn the anchoring effect: a cognitive bias that causes decision-makers to rely too heavily on initial information when making subsequent judgments. We describe an anchoring exercise that can be easily adapted to various settings, and show its effectiveness in achieving the learning outcomes based on aggregated classroom data and our own experiences of student reactions. We show the robustness of the exercise to adaptation—including the various iterations of the exercise that have evolved over the course of our teaching—and highlight the challenges we encountered. We also discuss how the exercise can be used to encourage students to consider anchoring’s ethical implications, as well as strategies to safeguard against being anchored.  \nKeywords: cognitive bias, heuristic, anchoring effect, simulated learning, debriefing  \nJohn C. Kleefeld is professor and dean of law at the University of New Brunswick. He previously taught at the University of Saskatchewan, where he received the Provost’s Award for Outstanding Innovation in Learning and the Brightspace/STLHE Innovation Award in Teaching and Learning. Before that, he was at the University of British Columbia, where he taught Negotiation and directed the Legal Research & Writing Program.  \nEmail: [john.kleefeld@unb.ca](john.kleefeld@unb.ca)  \nDionne Pohler is an assistant professor at the Centre for Industrial Relations and Human Resources at the University of Toronto. Her research is focused on the design and outcomes of different governance arrangements in organizations and the employment relationship, policy implementation, and economic and social development. Before her appointment at the University of Toronto, she taught at the University of Saskatchewan. She has received several university teaching awards.  \nEmail: [dionne.pohler@utoronto.ca](dionne.pohler@utoronto.ca)  \nAs research-active faculty members who teach in professional schools and executive education programs, we are committed to closing the gap that students perceive between“academic research” and “practice.” We often find it difficult, however, to translate research on complex empirical phenomena into something that is easier and more intuitive for students to understand, and (ideally) internalize. In the courses we have taught in law, business, industrial relations, public policy, public health, and human resources, it is common to include material about heuristics and cognitive biases—those traits that can enable quick decisions but also lead to perceptual distortions, inaccurate judgments, and illogical interpretations. Helping students recognize their cognitive biases is important because these predispositions are notoriously difficult to overcome, yet can have serious consequences (Cirka & Corrigall, 2010) .  \nOne of the most prevalent and persistent cognitive biases, and one highly amenable to measurement, is the anchoring effect: the tendency to be overly influenced by the first piece of information offered in a scenario (e.g., a negotiation) . We want professional students to understand how robust the anchoring effect is, even among experts who profess to be immune from it, and to consider the strategic and ethical aspects of being anchored or of anchoring another. Accordingly, we have used some simple exercises designed to teach the concept in a personal and visceral way and stimulate student reflection and class discussion. In ","cbCainqZgTZ0jmzu","https://ap.wps.com/l/cbCainqZgTZ0jmzu","pdf",289868,15,"English","# Abstract\n## The Anchoring Effect\n## Classroom Exercise and Adaptation\n## Ethical Implications and Safeguards","[{\"question\":\"What is the anchoring effect emphasized in the document?\",\"answer\":\"The anchoring effect is a cognitive bias where early information learned about a subject disproportionately influences later judgments and decisions.\"},{\"question\":\"How does the document propose teaching the anchoring effect?\",\"answer\":\"It proposes an experiential, in-class exercise that is easily adapted to different settings, followed by reflection and class discussion through debriefing.\"},{\"question\":\"What factors are discussed regarding adapting the exercise?\",\"answer\":\"The document describes multiple iterations developed over time, reports effectiveness based on aggregated classroom data and student reactions, and highlights challenges encountered during adaptation.\"}]","Internalizing Cognitive Bias - An Experiential Exercise for Teaching and Learning the Anchoring Effect | PDF",1792079945,38]