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|Title:||Estimation as a Catalyst for Numeracy: Micro-interventions that Increase the Use of Numerical Information in Decision-making|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Rinne, L., Ranney, M., & Lurie, N. (2006). Estimation as a Catalyst for Numeracy: Micro-interventions that Increase the Use of Numerical Information in Decision-making. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 571-577). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||The utilization of available numerical information represents an important aspect of numeracy. Accordingly, we seek to develop decision-making scaffolds that increase the incorporation of numerical information into preferences. Two experiments contrast five techniques for presenting students with numerical information and prompting them to make decisions related to that information. The techniques are based on a method called EPIC (Estimate, Prefer, Incorporate feedback, and Change preference) from the Numerically-Driven Inferencing (NDI) paradigm. Results regarding post-feedback preferences indicate that having students estimate a quantity's value beforehand increases the impact on preferences when the quantity's true value is presented. However, having students state initial preferences does not yield an analogous effect. An attractive explanation for the estimation effect is that estimating diminishes hindsight bias, making information that diverges from expectations more surprising. Variants of the EPIC method may serve as "micro-interventions" that increase the impact of numerical data on preferences.|
|Appears in Collections:||ICLS 2006|
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