Measuring Individual Differences in Altruism with Altruistic Learning Task

설선혜; 김학진; 이민우

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Vol.33 No.2

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이타적 강화학습 과제를 이용한 이타성의 측정

Measuring Individual Differences in Altruism with Altruistic Learning Task

한국심리학회지: 일반 / Korean Journal of Psychology: General, (P)1229-067X; (E)2734-1127

2014, v.33 no.2, pp.467-489

설선혜 (고려대학교)
김학진 (고려대학교)
이민우 (고려대학교)

설선혜, 김학진, & 이민우. (2014). 이타적 강화학습 과제를 이용한 이타성의 측정. 한국심리학회지: 일반, 33(2), 467-489.

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초록

이타 행동은 타인의 안녕에 가치를 부여하는 과정을 필요로 한다. 본 연구에서는 사람들이 타인의 안녕에 가치를 부여하는 정도를 측정하는 이타적 강화학습과제를 개발하고 공감 성향과 내집단 편향과의 관련성을 살펴보았다. 강화학습과제에서 참가자들은 주어진 두 개의 옵션 중 하나를 선택하여 보상을 얻을 수 있는데, 각 옵션의 보상 확률은 30%와 70%로 다르고, 시행을 반복하면서 선택과 결과 간의 관계를 학습해야 한다. 여기서 보상에 가치를 부여하는 정도는 보상 확률이 높은 옵션을 선택하는 빈도로 측정된다. 실험 1에서는 자신에게 도움이 되는 자기-보상, 자신과 타인에게 모두 도움이 되는 공동-보상, 타인에게만 도움이 되는 타인-보상 조건에서 참가자들의 학습 정도를 비교하고 공감 성향에 따라서 어떻게 다른 선택을 하는지 살펴보았다. 그 결과, 정서적 공감 성향이 높은 참가자들이 공동-보상 조건과 타인-보상 조건에서 높은 수행을 보여서 타인의 안녕에 더 많은 가치를 부여하는 것으로 나타났다. 실험 2에서는 최소집단 패러다임을 이용하여 이타적 강화학습과제에서 내집단 편향이 관찰되는지 확인하였다. 참가자들은 내집단원에게 더 호감을 보였으며, 자신에게 도움이 되는 자기-보상 조건, 내집단원에게 도움이 되는 내집단원-보상 조건, 외집단원에게 도움이 되는 외집단원-보상 조건에서의 선택을 비교하였을 때, 자기-보상 조건과 내집단원-보상 조건에는 차이가 없고 외집단원-보상 조건에서만 보상 확률이 높은 그림을 선택하는 빈도가 낮았다. 즉, 외집단원보다는 내집단원의 안녕에 더 많은 가치를 부여했다. 실험 1과 실험 2의 결과는 이타적 강화학습과제가 이타성을 측정하는 타당한 방법으로 사용될 수 있는 가능성을 시사한다.

keywords: 강화학습, 이타성, 공감, 최소집단, 내집단 편향, reinforcement learning, altruism, empathy, minimal group, ingroup bias

Abstract

Altruism requires representing and valuing others' welfare. In the present study, we designed the Altruistic Learning task (AL task) to measure individual differences in valuing another person's welfare and examined its relationship with dispositional empathy (Experiment 1) as well as ingroup bias/parochial altruism (Experiment 2). In Experiment 1, participants performed the AL task in which they made choices between a pair of stimuli with different reward probabilities (30% vs. 70%) to reduce the amount of stress for themselves or their peer participants. The task consisted of three within-subject conditions (i.e. SELF, BOTH, and OTHER conditions) where different types of outcome (i.e. points for self, for both, and for other) were associated with three different pairs of stimuli. The amount of value that each participant attached to a given outcome can be measured with the frequency of choosing the higher reward probability option (HRP option). The results showed that participants who scored higher in personal distress and empathic concern measured by IRI (Davis, 1983) were more likely to choose the HRP option in the BOTH and OTHER conditions, indicating the role of emotional empathy iin the process of valuing other-regarding outcomes. In Experiment 2, we employed the minimal group paradigm (Tajfel, 1970) and compared choices for an ingroup member with those for an outgroup member in the AL task. We employed the same experimental design as the Experiment 1, except for having INGROUP and OUTGROUP conditions, instead of previous BOTH and OTHER conditions. The choice frequency for the HRP option was higher in the SELF and INGROUP conditions than the OUTGROUP condition, indicating ingroup bias of the participants in valuing welfare of others. Our findings demonstrated that the AL task can be a useful and valid measure of individual differences in altruism.

keywords: 강화학습, 이타성, 공감, 최소집단, 내집단 편향, reinforcement learning, altruism, empathy, minimal group, ingroup bias

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논문 상세

Vol.33 No.2

이타적 강화학습 과제를 이용한 이타성의 측정

Measuring Individual Differences in Altruism with Altruistic Learning Task

초록

Abstract

참고문헌

한국심리학회지: 일반