学习他们的想法与学习他们的行动：替代学习的微观基础
Learning what they think vs. learning what they do: The micro-foundations of vicarious learning
AI总结：
该研究构建并分析了替代学习的行动观察与信念共享两类微观过程模型，揭示了对称性、任务环境特征对两种学习方式效果的影响及背后的自我证实偏差信念机制。
摘要：
替代学习是组织学习的重要组成部分。我们对替代学习背后的两个基本过程进行了理论构建与建模：行动观察（学习他们做什么）与信念共享（学习他们想什么）。对模型的分析得出了三个关键洞见。第一，即便在一个替代学习者系统中没有智能体一开始具备知识优势，通过任一过程实现的替代学习都是有益的。第二，通过信念共享进行的替代学习并非普遍优于对行动和结果的相互观察。具体而言，当任务环境中备选方案少、价值差异大且不存在时间压力时，实现行动与结果的相互可观察性要优于信念共享。第三，替代学习中的对称性实际上会对信念共享产生负面影响，但会提升观察式学习的效果。这三项结果均被证明是替代学习影响自我证实偏差信念的方式所导致的。
英文摘要：
Vicarious learning is a vital component of organizational learning. We theorize and model two fundamental processes underlying vicarious learning: observation of actions (learning what they do) vs. belief sharing (learning what they think). The analysis of our model points to three key insights. First, vicarious learning through either process is beneficial even when no agent in a system of vicarious learners begins with a knowledge advantage. Second, vicarious learning through belief sharing is not universally better than mutual observation of actions and outcomes. Specifically, enabling mutual observability of actions and outcomes is superior to sharing of beliefs when the task environment features few alternatives with large differences in their value and there are no time pressures. Third, symmetry in vicarious learning in fact adversely affects belief sharing but improves observational learning. All three results are shown to be the consequence of how vicarious learning affects self-confirming biased beliefs.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
