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<p>It has been well established that, in the context of value-based learning and decision making, the way in which options are paired together (the learning architecture) significantly affects their subjective values as inferred from observed choices. What remains unclear is whether similar distortions emerge when subjective values are assessed in a declarative manner. Across seven experiments, we show that participants remember a systematically biased version of option values that is affected by the context-specific ranking of the option during the learning phase. These results are robust across different value elicitation methods (choice-based and declarative) and decision modalities (experience-based or description-based). Furthermore, we show that presenting the options in different configurations during the learning phase affects their subsequent subjective values. By doing so, we illustrate how principles of context dependence may be employed to design learning environments that enhance value maximisation in decision-making.</p>

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Context induces distortions in value representations across multiple elicitation methods and learning modalities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Magdalena Soukupova,
  • Basile Garcia,
  • Stefano Palminteri

摘要

It has been well established that, in the context of value-based learning and decision making, the way in which options are paired together (the learning architecture) significantly affects their subjective values as inferred from observed choices. What remains unclear is whether similar distortions emerge when subjective values are assessed in a declarative manner. Across seven experiments, we show that participants remember a systematically biased version of option values that is affected by the context-specific ranking of the option during the learning phase. These results are robust across different value elicitation methods (choice-based and declarative) and decision modalities (experience-based or description-based). Furthermore, we show that presenting the options in different configurations during the learning phase affects their subsequent subjective values. By doing so, we illustrate how principles of context dependence may be employed to design learning environments that enhance value maximisation in decision-making.