The Conjunction Fallacy: Differential Incidence as a Function of Descriptive Frames and Educational Context
Abstract The frequency of the conjunction fallacy, in which individuals report that the conjunction of two events is more rather than less likely than one of the events alone, was assessed in college students when questions were asked with and without a “framing description,” when nothing was known about the person being judged, in questions presented in a more qualitative format, and between groups studying different subjects. The frequency of the fallacy varied sharply across student groups and groups differed in their susceptibility to contextual effects. Importantly, the conjunction fallacy occurred for about one-quarter of subjects even when the framing description was eliminated and the question worded to facilitate a logical approach. Experiment 2 found that subjects’ descriptions of their problem-solving strategies appeared largely unrelated to their performance. In Experiment 3, logic students performed the task near the end of their course; a substantial number, 43%, committed the fallacy. In Experiment 4, 41% of students committed the fallacy even without the framing description.
원문보기 무료다운로드 유료다운로드
- 원문이 없습니다.
유료 다운로드의 경우 해당 사이트의 정책에 따라 신규 회원가입, 로그인, 유료 구매 등이 필요할 수 있습니다. 해당 사이트에서 발생하는 귀하의 모든 정보활동은 NDSL의 서비스 정책과 무관합니다.
NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니 담기를 통하여 원문복사서비스 이용이 가능합니다.