scholarly journals Statistical literacy for classification under risk: an educational perspective

2019 ◽  
Vol 13 (3-4) ◽  
pp. 269-278
Author(s):  
Laura Martignon ◽  
Kathryn Laskey

AbstractAfter a brief description of the four components of risk literacy and the tools for analyzing risky situations, decision strategies are introduced, These rules, which satisfy tenets of Bounded Rationality, are called fast and frugal trees. Fast and frugal trees serve as efficient heuristics for decision under risk. We describe the construction of fast and frugal trees and compare their robustness for prediction under risk with that of Bayesian networks. In particular, we analyze situations of risky decisions in the medical domain. We show that the performance of fast and frugal trees does not fall too far behind that of the more complex Bayesian networks.

2019 ◽  
Author(s):  
Hang Zhang ◽  
Xiangjuan Ren ◽  
Laurence T. Maloney

AbstractIn decision-making under risk (DMR) participants’ choices are based on probability values systematically different from those that are objectively correct. Similar systematic distortions are found in tasks involving relative frequency judgments (JRF). These distortions limit performance in a wide variety of tasks and an evident question is, why do we systematically fail in our use of probability and relative frequency information?We propose a Bounded Log-Odds Model (BLO) of probability and relative frequency distortion based on three assumptions: (1) log-odds: probability and relative frequency are mapped to an internal log-odds scale, (2) boundedness: the range of representations of probability and relative frequency are bounded and the bounds change dynamically with task, and (3) variance compensation: the mapping compensates in part for uncertainty in probability and relative frequency values.We compared human performance in both DMR and JRF tasks to the predictions of the BLO model as well as eleven alternative models each missing one or more of the underlying BLO assumptions (factorial model comparison). The BLO model and its assumptions proved to be superior to any of the alternatives. In a separate analysis, we found that BLO accounts for individual participants’ data better than any previous model in the DMR literature.We also found that, subject to the boundedness limitation, participants’ choice of distortion approximately maximized the mutual information between objective task-relevant values and internal values, a form of bounded rationality.Significance StatementPeople distort probability in decision under risk and many other tasks. These distortions can be large, leading us to make markedly suboptimal decisions. There is no agreement on why we distort probability. Distortion changes systematically with task, hinting that distortions are dynamic compensations for some intrinsic “bound” on working memory. We first develop a model of the bound and the compensation process and then report an experiment showing that the model accounts for individual human performance in decision under risk and relative frequency judgments. Last, we show that the particular compensation in each experimental condition serve to maximize the mutual information between objective decision variables and their internal representations. We distort probability to compensate for our own working memory limitations.


2015 ◽  
Vol 4 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Ute Sproesser ◽  
Joachim Engel ◽  
Sebastian Kuntze

Obschon grundlegende Kompetenzen des Verstehens und Interpretierens von Daten in unserer Informationsgesellschaft inzwischen als unerlässlich gelten, existieren jedoch bislang nur wenige Erkenntnisse darüber, welche Variablen die Entwicklung von Statistical Literacy begünstigen. Diese Studie untersuchte daher in einer Stichprobe von 450 Schülerinnen und Schülern der achten Realschulklasse wesentlichen Variable bezüglich Statistical Literacy im Verlauf einer vierstündigen Intervention. Insbesondere wurde in den Blick genommen, inwieweit Leseverständnis, kognitive Fähigkeiten, mathematische Schulleistung und das Geschlecht dazu beitrugen, Kompetenz im Bereich von Statistical Literacy und Sichtweisen auf Variabilität zu entwickeln. Während nur geringe Unterschiede in der Entwicklung von Statistical Literacy zwischen verschiedenen Treatments der Intervention festgestellt werden konnten, stellten sich kognitive Fähigkeiten, mathematische Schulleistung und Geschlecht als bedeutsam heraus. Für die Entwicklung von Sichtweisen auf zufallsbedingte Variabilität dagegen spielte ausschließlich die Treatmentzugehörigkeit eine Rolle. Die vorliegenden Ergebnisse ermöglichen für die fachdidaktische Theoriebildung bedeutsame Erkenntnisse über die Ausprägung und Entwicklung von Statistical Literacy in der achten Realschulklasse sowie Einblicke in Zusammenhänge mit individuellen Voraussetzungen der Lernenden. Im Hinblick auf die Unterrichtspraxis können die Ergebnisse einen Beitrag zu einer evidenzbasierten Einschätzung darüber liefern, inwiefern Statistical Literacy durch die entwickelten Lernmaterialien gefördert werden kann.


1985 ◽  
Vol 30 (4) ◽  
pp. 263-265
Author(s):  
Donald E. Broadbent
Keyword(s):  

2012 ◽  
Author(s):  
Elliot A. Ludvig ◽  
Christopher R. Madan ◽  
Marcia L. Spetch

2011 ◽  
Author(s):  
Matthew P. Gerrie ◽  
Thomas A. Huthwaite ◽  
Stasia Haigh ◽  
Joel Majer

2007 ◽  
Author(s):  
Paul Whitney ◽  
Christa A. Rinehart ◽  
John M. Hinson ◽  
Allison L. Matthews ◽  
Aaron K. Wirick

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