International Electronic Journal of Mathematics Education

Recency Effects in Primary-Age Children and College Students
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 3, pp. 259-279
  • Published Online: 12 Dec 2009
  • Article Views: 581 | Article Download: 375
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Chiesi F, Primi C. Recency Effects in Primary-Age Children and College Students. Int Elect J Math Ed. 2009;4(3), 259-279.
APA 6th edition
In-text citation: (Chiesi & Primi, 2009)
Reference: Chiesi, F., & Primi, C. (2009). Recency Effects in Primary-Age Children and College Students. International Electronic Journal of Mathematics Education, 4(3), 259-279.
Chicago
In-text citation: (Chiesi and Primi, 2009)
Reference: Chiesi, Francesca, and Caterina Primi. "Recency Effects in Primary-Age Children and College Students". International Electronic Journal of Mathematics Education 2009 4 no. 3 (2009): 259-279.
Harvard
In-text citation: (Chiesi and Primi, 2009)
Reference: Chiesi, F., and Primi, C. (2009). Recency Effects in Primary-Age Children and College Students. International Electronic Journal of Mathematics Education, 4(3), pp. 259-279.
MLA
In-text citation: (Chiesi and Primi, 2009)
Reference: Chiesi, Francesca et al. "Recency Effects in Primary-Age Children and College Students". International Electronic Journal of Mathematics Education, vol. 4, no. 3, 2009, pp. 259-279.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chiesi F, Primi C. Recency Effects in Primary-Age Children and College Students. Int Elect J Math Ed. 2009;4(3):259-79.

Abstract

We investigate the evolution of probabilistic reasoning with age and some related biases, such as the negative/positive recency effects. Primary school children and college students were presented with probability tasks in which they were asked to estimate the likelihood of the next occurring event after a sequence of independent outcomes. Results indicate that older children perform better than younger children and college students. Concerning biases, the positive recency effect decreases with age whereas no age-related differences are found for the negative recency effect. Theoretical and educational implications of results are discussed.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.