Literature Index

The strategic objective of several statistical agencies is to advance people's statistical literacy and use. The demand and need for statistics is constantly increasing. Statistics and the ability to read them are needed extensively in society as a whole. Statistical literacy can be promoted in various ways, for example, by developing various information distribution channels and by training customers. This paper describes how the use of statistical information is continuously developing at Statistics Finland by means of training and gives an example of Statistics Finland´s web-based-learning project.

The purpose was to investigate the development of probabilistic thinking as outlined by Piaget and Inhelder, to clarify interrelations of different probabilistic tasks, and to examine the effects of IQ and gender on probabilistic thinking from 5 to 12 years. There were 240 subjects, boys and girls, medium in socio-economic status (SES) and IQ, of two cultural backgrounds, and of three age groups: 5 to 6 years, 8 to 9 years, and 11 to 12 years. Each subject was administered individually the Stanford- Binet and four Piagetian tasks assessing randomization, distribution of multiple discrete elements, odds estimation and permutations. The responses were evaluated globally and in terms of specific measures. The results showed an increase in probabilistic performance that was mostly larger between the first two groups than the last two, positive interrelations among the tasks, partly different factorial structures in each age group with increasing factorial differentiation, more interrelations of IQ with global than specific measures and more in older than younger children, and more differences in favor of boys in older than younger groups. Discussion focuses on the degree of support for Piaget's claims and implication concerning the structure and development of probabilistic cognition.

This study investigates which formal principles govern subjective probability, and whether the validity of these principles depends on age. Two types of tasks were administered to 144 subjects from 3;8 to 19 years: a gambling task (with objective probabilities) and a sporting task (without objective probabilities). Six formal principles of the mathematical concept of qualitative probability (a non-numerical concept based on ordinal scale properties) were tested. Results indicate that these principles are valid as principles of subjective probability for all age groups. Only the youngest age group (4 years or younger) had a smaller degree of confirmation.