DEVELOPMENTAL DIFFERENCES IN BASERATE ESTIMATES OF SOCIAL BEHAVIORS AND ATTITUDES

This study examined the development of baserate estimation skills for everyday social events and attitudes. Subjects in grades one, three, a nd six responded to questions concerning their own rates of behavior a nd attitudes, and their estimates of baserates of behaviors and attitu des for their classmates. The findings indicate a general increase in accuracy for the estimation of baserates throughout the elementary sch ool years. In addition, younger subjects were less likely to make simi lar estimates for themselves and their classmates than were older resp ondents. Developmental changes in estimation accuracy are discussed in relation to task content, use of the response scale, correspondence b etween self-reports and estimates, and sample variability.