DEVELOPMENTAL EFFECTS OF THE CONTENT OF VISUALLY PRESENTED BASERATES

This study examines the development of subjects' use of visually prese nted baserate and individuating information in the accomplishment of p rediction tasks. Three age groups, children aged 5-9 and 11-15, and st udents aged 17-21, solved similar tasks that varied in terms of the co ngruence between baserates and individuating information (congruence v s. incongruence), and in terms of the baserate content (perceptual vs. semantic). Subjects' choice, confidence scores, and explanations of t heir choices were recorded. The results indicated that sensitivity to between-source congruence increased with age and became independent of the baserate content. Perceptual baserates facilitated the use of bas erate information more than semantic baserates in the first age group. This effect was reversed in the second age group and disappeared in t he third age group. Subjects became more sensitive to the baserate and individuating information in their explanations of choices as age inc reased. Developmental trends and some practical implications for learn ing are considered.