Literature Index

Displaying 1651 - 1660 of 3326
  • Author(s):
    Fiedler, K.
    Editors:
    Scholz, R.W.
    Year:
    1983
    Abstract:
    TVERSKY and KAHNEMAN's availability heuristic, although originally intended to account for only frequency and probability judgments, has been used to explain almost all kinds of social judgments. Accordingly, the process of judgment formation is mediated by the availability of memorized information, that is, by the ease with which relevant material can be recalled at the time when the judgment is made. Recall operations - either pure retrieval or reconstructive recall - are regarded as the determining subprocess within the process of judgment formation. In this article, empirical evidence is presented which is hardly compatible with such an account. A reaction time experiment, on the egocentric attribution phenomenon is described suggesting that Ss' claim to contribute more to various social activities than their partner is not caused by Ss' tendency to predominantly recall examples of their own activities. Within-judge correlations of recall and judgment latencies are rather low., and an analysis of the facilitating effect of prior judgments on subsequent recall latencies (for the same issues) does not reveal the kind of priming effect that would be expected if recall operations were already involved in the preceding judgments. Negative evidence from some other experiments on illusory correlations is also mentioned. These results are discussed in the context of methodological problems inherent in testing so-called judgmental heuristics.
  • Author(s):
    Pollatsek, A., & Well, A. D.
    Year:
    1995
    Abstract:
    Counterbalanced designs are ubiquitous in cognitive psychology. Researchers, however, rarely perform optimal analyses of these designs and, as a result, reduce the power of their experiments. In the context of a simple priming experiment, several idealized data sets are used to illustrate the possible costs of ignoring counterbalancing, and recommendations are made for more appropriate analyses. These recommendations apply to assessment of both reliability of effects over subjects and reliability of effects over stimulus items.
  • Author(s):
    Lesser, L.
    Year:
    2011
    Abstract:
    This paper is a comprehensive attempt to compile and classify<br>mnemonics (memory aids) that can be used in statistics education
  • Author(s):
    Leviatan, T.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Paradoxes have played an important role in the development of mathematics, as they brought about clarification of basic concepts and the introduction of new approaches. Probability theory offers a large variety of Paradoxes. Some of them are (nowadays) interesting mainly from a historical point of view, as the theory has already been adapted to resolve them. Others actually hide common misconceptions in a very subtle and tricky way. Introducing Paradoxes in class carries potential danger: it may result in a feeling of insecurity when the conflict between the mathematical solution and the intuition (or between two seemingly correct mathematical solutions) seems unresolvable. On the other hand, properly introduced, Paradoxes can play a very useful role in the classroom as they serve as leverage to fruitful discussions, and provoke deeper thinking about the (not always intuitive) probabilistic ideas.
  • Author(s):
    Lee, C., &amp; St. John, D.
    Year:
    1998
    Abstract:
    The purpose of this study is to examine the use of computing technology in secondary school mathematics, particularly in the probability and statistics curriculum.
  • Author(s):
    Hussy, W., &amp; Rothermund, K.
    Year:
    1989
    Abstract:
    The conjunction fallacy in probability judgment is described in the literature by the representativeness heuristic; its stability is emphasized. Two determinants are deduced from a general problem-solving model (existence and availability of the conjunction rule), which should reduce the inadequate use of the heuristic. Additionally, a distinction is made between errors in probability judgment which can be explained by the heuristic and those which can not. 32 subjects (16 female, 16 male), between 22 and 28 years old, participated under four experimental conditions (with eight subjects each). They solved two problems (one with high and one with low representativeness) concerning the conjunction rule. The experimental variables (existence and availability) substantially reduce - as postulated - the erroneous decisions. Only 55% of the remaining errors can be described by the representativeness heuristic. (orig.)
  • Author(s):
    Thomas, D. A. &amp; &Ouml;kten, G., &amp; Paul Buis
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    WWW-based mathematics and statistics courses frequently incorporate machine-scorable items (i.e., True-False, Multiple Choice, and Matching) in both formative and summative assessments. For instance, WebCT and BlackBoard provide interfaces for the development and delivery of closed-form quizzes and examinations. Using these technologies, it is relatively easy to determine whether students possess detailed factual knowledge. It is much more difficult, using these technologies, to assess higher order thinking skills. This paper presents a Java-based extension to closed-form testing that may be better suited to assessing higher-order thinking skills.
  • Author(s):
    George W. Cobb
    Year:
    2007
    Abstract:
    I argue that teaching statistical thinking is harder than teaching mathematics, that experimental design is particularly well suited to teaching statistical thinking and that in teaching statistics, variation is good. We need a mix of archival data, simulations and activities, of varying degrees of complexity. Within this context, I applaud the important contributions to our profession represented by Darius et al. (2007), and Nolan &amp; Temple Lang (2007), the first for showing us how to make simulation-based learning simultaneously more flexible and more realistic than ever before, and the second for showing us a path-breaking technology that can make archival data the basis for active learning at an impressively high level of sophistication, embedding statistical thinking within real scientific and practical investigations.
  • Author(s):
    Green, K. E.
    Year:
    1992
    Abstract:
    The purpose of this study was to evaluate the stability of attitudes toward the course and field of statistics over a year's time. Students were surveyed at the end of an intermediate (second) coure in statistics and again one year later. In line with previous studies, attitude scale scores were correlated with course grade. It was expected that this correlation would be positive but low as was found by others. Attitude scores were also correlated with GRE scores.
  • Author(s):
    Walsh, J. F.
    Year:
    1994
    Abstract:
    Argues that an SAS program enables instructors to provide individual students with simulated data for the 1-way between Ss design. The instructor chooses the starting values: means, standard deviations, and number of Ss. For each student, the program produces an ASCII data file that can be analyzed by calculator or by many statistical software packages. For the instructor, the program produces a summary ANOVA table for each analysis. Individual student names appear on the data sets and the summary file for the instructor. (PsycLIT Database Copyright 1994 American Psychological Assn, all rights reserved)

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