The implicit use of base rates in experiential and ecologically valid tasks

1996 ◽  
Vol 19 (1) ◽  
pp. 38-38 ◽  
Author(s):  
Barbara A. Spellman
Keyword(s):  
Implicit Learning ◽  
Base Rate ◽  
Learning System ◽  
Base Rates ◽  
Causal Framework ◽  
Three Components

AbstractWhen base rates are learned and used in an experiential manner subjects show better base rate use, perhaps because the implicit learning system is engaged. A causal framework in which base rates are relevant might also be necessary. Humans might thus perform better on more ecologically valid tasks, which are likely to contain those three components.

BASE RATE NEGLECT FOR THE WEALTH OF INTERACTING PEOPLE

2010 ◽  
Vol 13 (05) ◽  
pp. 607-619 ◽  
Author(s):  
DIEMO URBIG
Keyword(s):  
Information Processing ◽  
Social Learning ◽  
Learning Process ◽  
Base Rate ◽  
Human Information Processing ◽  
Base Rates ◽  
Base Rate Neglect ◽  
Positive Externalities ◽  
Rate Information

Previous research investigating base rate neglect as a bias in human information processing has focused on isolated individuals. This study complements this research by showing that in settings of interacting individuals, especially in settings of social learning, where individuals can learn from one another, base rate neglect can increase a population's welfare. This study further supports the research arguing that a population with members biased by neglecting base rates does not need to perform worse than a population with unbiased members. Adapting the model of social learning suggested by Bikhchandani, Hirshleifer and Welch (The Journal of Political Economy100 (1992) 992–1026) and including base rates that differ from generic cases such as 50–50, conditions are identified that make underweighting base rate information increasing the population's welfare. The base rate neglect can start a social learning process that otherwise had not been started and thus base rate neglect can generate positive externalities improving a population's welfare.

scholarly journals The base rate principle and the fairness principle in social judgment

2016 ◽  
Vol 113 (27) ◽  
pp. 7475-7480 ◽  
Author(s):  
Jack Cao ◽  
Mahzarin R. Banaji
Keyword(s):  
Gender Stereotypes ◽  
Correct Answer ◽  
Social Judgment ◽  
Base Rate ◽  
The Other ◽  
Implicit Beliefs ◽  
Base Rates ◽  
Before And After ◽  
Fourth Experiment ◽  
Fairness Principle

Meet Jonathan and Elizabeth. One person is a doctor and the other is a nurse. Who is the doctor? When nothing else is known, the base rate principle favors Jonathan to be the doctor and the fairness principle favors both individuals equally. However, when individuating facts reveal who is actually the doctor, base rates and fairness become irrelevant, as the facts make the correct answer clear. In three experiments, explicit and implicit beliefs were measured before and after individuating facts were learned. These facts were either stereotypic (e.g., Jonathan is the doctor, Elizabeth is the nurse) or counterstereotypic (e.g., Elizabeth is the doctor, Jonathan is the nurse). Results showed that before individuating facts were learned, explicit beliefs followed the fairness principle, whereas implicit beliefs followed the base rate principle. After individuating facts were learned, explicit beliefs correctly aligned with stereotypic and counterstereotypic facts. Implicit beliefs, however, were immune to counterstereotypic facts and continued to follow the base rate principle. Having established the robustness and generality of these results, a fourth experiment verified that gender stereotypes played a causal role: when both individuals were male, explicit and implicit beliefs alike correctly converged with individuating facts. Taken together, these experiments demonstrate that explicit beliefs uphold fairness and incorporate obvious and relevant facts, but implicit beliefs uphold base rates and appear relatively impervious to counterstereotypic facts.

Performance discrepancies on the California Verbal Learning Test–Children's Version in the standardization sample

1999 ◽  
Vol 5 (1) ◽  
pp. 26-31 ◽  
Author(s):  
JACQUES DONDERS
Keyword(s):  
Verbal Learning ◽  
Base Rate ◽  
California Verbal Learning Test ◽  
Base Rates ◽  
Standardization Sample ◽  
Clinically Significant ◽  
Learning Test ◽  
Score Point

The standardization data for the California Verbal Learning Test–Children's Version (CVLT–C) were used to evaluate statistically significant discrepancies between key quantitative variables of this instrument, as well as the base rate of specific discrepancies. The results indicated that apparently large discrepancies between the respective standard scores were actually fairly common. However, for 3 of the 4 contrasts, discrepancies that equaled or exceeded 1.5 z-score points in the hypothesized direction were sufficiently unusual to be considered clinically significant. For a 4th contrast, discrepancies that equaled or exceeded 1 z-score point in the hypothesized direction appeared to meet this criterion. It is suggested that the interpretation of clinically obtained CVLT–C profiles should focus primarily on specific quantitative variables, with inclusion of consideration of the presented base rates of discrepancies between the respective z scores. (JINS, 1999, 5, 26–31.)

The influence of IQ Stratification on WAIS–III/WMS–III FSIQ–General Memory Index discrepancy base-rates in the standardization sample

2001 ◽  
Vol 7 (7) ◽  
pp. 875-880 ◽  
Author(s):  
KEITH A. HAWKINS ◽  
DAVID S. TULSKY
Keyword(s):  
Memory Performance ◽  
Base Rate ◽  
Rate Data ◽  
Performance Expectations ◽  
Base Rates ◽  
Standardization Sample ◽  
Memory Score ◽  
Technical Manual ◽  
Ability Levels ◽  
Simple Difference

Since memory performance expectations may be IQ-based, unidirectional base rate data for IQ-Memory Score discrepancies are provided in the WAIS–III/WMS–III Technical Manual. The utility of these data partially rests on the assumption that discrepancy base rates do not vary across ability levels. FSIQ stratified base rate data generated from the standardization sample, however, demonstrate substantial variability across the IQ spectrum. A superiority of memory score over FSIQ is typical at lower IQ levels, whereas the converse is true at higher IQ levels. These data indicate that the use of IQ–memory score unstratified “simple difference” tables could lead to erroneous conclusions for clients with low or high IQ. IQ stratified standardization base rate data are provided as a complement to the “predicted difference” method detailed in the Technical Manual. (JINS, 2001, 7, 875–880.)

scholarly journals BASE-RATE NEGLECT AS A FUNCTION OF BASE RATES IN PROBABILISTIC CONTINGENCY LEARNING

2008 ◽  
Vol 90 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Florian Kutzner ◽  
Peter Freytag ◽  
Tobias Vogel ◽  
Klaus Fiedler
Keyword(s):  
Base Rate ◽  
Contingency Learning ◽  
Base Rates ◽  
Base Rate Neglect

scholarly journals Learning Effect of Implicit Learning in Joining-in-type Robot-assisted Language Learning System

2019 ◽  
Vol 14 (02) ◽  
pp. 105
Author(s):  
AlBara Khalifa ◽  
Tsuneo Kato ◽  
Seiichi Yamamoto
Keyword(s):  
Language Learning ◽  
Implicit Learning ◽  
Learning Style ◽  
Communication Skills ◽  
Corrective Feedback ◽  
Learning System ◽  
Experimental Results ◽  
Linguistic Knowledge ◽  
Robot Assisted ◽  
Positive Effects

The introduction of robots into language learning systems has been highly useful, especially in motivating learners to engage in the learning process and in letting human learners converse in more realistic conversational situations. This paper describes a novel robot-assisted language learning system that induces the human learner into a triad conversation with two robots through which he or she improves practical communication skills in various conversational situations. The system applies implicit learning as the main learning style for conveying linguistic knowledge, in an indirect way, through conversations on several topics. A series of experiments was conducted using 80 recruited participants to evaluate the effect of implicit learning and the retention effect in a joining-in-type robot-assisted language learning system. The experimental results show positive effects of implicit learning and repetitive learning in general. Based on these experimental results, we propose an improved method, integrating implicit learning and tutoring with corrective feedback in an adaptive way, to increase performance in practical communication skills even for a wide variety of proficiency of L2 learners.

Wechsler Intelligence Scale for Children–Fifth Edition Ancillary and Complementary Index Critical Values and Base Rates for the Normative Sample

2019 ◽  
Vol 38 (5) ◽  
pp. 539-550
Author(s):  
Ash Puttaswamy ◽  
Anjelica Barone ◽  
Kathleen D. Viezel ◽  
John O. Willis ◽  
Ron Dumont
Keyword(s):  
Critical Value ◽  
Base Rate ◽  
Critical Values ◽  
Intelligence Scale ◽  
Storage And Retrieval ◽  
General Ability ◽  
Base Rates ◽  
Rate Information ◽  
Ability Index ◽  
And Storage

An area of particular importance when examining index scores on the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) is the utilization and interpretation of critical values and base rates associated with differences between an individual’s subtest scaled score and the individual’s mean scaled score for an index. For the WISC-V, critical value and base rate information is provided for the core subtests contained within each of the primary indices. However, critical value and base rate information is not provided by the test publisher for subtests within the Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), Nonverbal Index (NVI), General Ability Index (GAI), Cognitive Proficiency Index (CPI), Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI). This study investigates and provides critical values and base rates for performance on the QRI, AWMI, NVI, GAI, CPI, NSI, STI, and SRI.

A farewell to normative null hypothesis testing in base rate research

1997 ◽  
Vol 20 (4) ◽  
pp. 780-782
Author(s):  
Jonathan J. Koehler
Keyword(s):  
Bayesian Methods ◽  
Real World ◽  
Null Hypothesis ◽  
Base Rate ◽  
Empirical Testing ◽  
Research Attention ◽  
Base Rates ◽  
Problem Framing ◽  
Null Hypothesis Testing ◽  
Rate Research

I agree with Gibbs that the message of the base rate literature reads differently depending on which null hypothesis is used to frame the issue. But I argue that the normative null hypothesis, H0: “People use base rates in a Bayesian manner,” is no longer appropriate. I also challenge Adler's distinction between unused and ignored base rates, and criticize Goodie's reluctance to shift research attention to the field. Macchi's arguments about textual ambiguities in traditional base rate problems suggest that empirical testing is needed to tease apart the effects of problem clarification and problem framing. Macdonald's, Fletcher's and Snow's skepticism about the value of Bayesian methods in real world judgment tasks is treated as a challenge for the next generation of empirical base rate studies.

From base-rate to cumulative respect

2007 ◽  
Vol 30 (3) ◽  
pp. 256-257
Author(s):  
C. Philip Beaman ◽  
Rachel McCloy
Keyword(s):  
Base Rate ◽  
Ecological Rationality ◽  
Dual Processes ◽  
Base Rates

AbstractThe tendency to neglect base-rates in judgment under uncertainty may be “notorious,” as Barbey & Sloman (B&S) suggest, but it is neither inevitable (as they document; see also Koehler 1996) nor unique. Here we would like to point out another line of evidence connecting ecological rationality to dual processes, the failure of individuals to appropriately judge cumulative probability.

Probabilistic fallacies

1996 ◽  
Vol 19 (1) ◽  
pp. 31-31 ◽  
Author(s):  
Henry E. Kyburg
Keyword(s):  
Bayes Theorem ◽  
Base Rate ◽  
Reference Class ◽  
Base Rates ◽  
The Way

AbstractTwo distinct issues are sometimes confused in the base rate literature: Why do people make logical mistakes in the assessment of probabilities? and why do subjects not use base rates the way experimenters do? The latter problem may often reflect differences in an implicit reference class rather than a disinclination to update a base rate by Bayes' theorem. Also important are considerations concerning the interaction of several potentially relevant base rates.

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