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Understanding ‘Unlikely (20% Likelihood)’ or ‘20% Likelihood (Unlikely)’ Outcomes: The Robustness of the Extremity Effect 下载免费PDF全文
Calls to communicate uncertainty using mixed, verbal‐numerical formats (‘unlikely [0–33%]’) have stemmed from research comparing mixed with solely verbal communications. Research using the new ‘which outcome’ approach to investigate understanding of verbal probability expressions suggests, however, that mixed formats might convey disadvantages compared with purely numerical communications. When asked to indicate an outcome that is ‘unlikely’, participants have been shown to often indicate outcomes with a value exceeding the maximum value shown, equivalent to a 0% probability —an ‘extremity effect’. Recognising the potential consequences of communication recipients expecting an ‘unlikely’ event to never occur, we extend the ‘which outcome’ work across four experiments, using verbal, numerical, and verbal‐numerical communication formats, as well as a previously unconsidered numerical‐verbal format. We examine how robust the effect is in the context of consequential outcomes and over non‐normal distributions. We also investigate whether participants are aware of the inconsistency in their responses from a traditional ‘how likely’ and ‘which outcome’ task. We replicate and extend previous findings, with preference for extreme outcomes (including above maximum values) observed in both verbal and verbal‐numerical formats. Our results suggest caution in blanket usage of recently recommended verbal‐numerical formats for the communication of uncertainty. Copyright © 2018 John Wiley & Sons, Ltd. 相似文献
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Philosophical Studies - The situationist experiments demonstrate that most people’s behaviour is influenced by environmental factors much more than we expect, and that ordinary people can be... 相似文献
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Philosophical Studies - It is widely held in philosophy that knowing is not a state of mind. On this view, rather than knowledge itself constituting a mental state, when we know, we occupy a belief... 相似文献
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Journal of Adult Development - Although the concurrent link between adverse childhood experiences (ACEs) and both physical and mental health is established, little is known about the mechanisms... 相似文献
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Rivera-Hernndez Ita A. E. Crane Adam L. Pollock Michael S. Ferrari Maud C. O. 《Animal cognition》2022,25(4):881-889
Animal Cognition - Chemical information has an important role in the sensory ecology of aquatic species. For aquatic prey, chemical cues are a vital source of information related to predator... 相似文献
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The Racial School Climate Gap: Within-School Disparities in Students’ Experiences of Safety,Support, and Connectedness 下载免费PDF全文
Adam Voight Thomas Hanson Meagan O’Malley Latifah Adekanye 《American journal of community psychology》2015,56(3-4):252-267
This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a “school climate” by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student–teacher ratio, and geographic location help explain some cross‐school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved. 相似文献