Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-27T02:06:33.299Z Has data issue: false hasContentIssue false

Kissing cousins but not identical twins: The denominator neglect and base-rate respect models

Published online by Cambridge University Press:  29 October 2007

C. J. Brainerd
Affiliation:
Departments of Human Development and Psychology and Cornell Law School, Cornell University, Ithaca, NY 148453. [email protected]://www.human.cornell.edu/che/bio.cfm?netid=cb299

Abstract

Barbey & Sloman's (B&S's) base-rate respect model is anticipated by Reyna's denominator neglect model. There are parallels at three levels: (a) explanations are grounded in a general cognitive theory (rather than in domain-specific ideas); (b) problem structure is treated as a key source of reasoning errors; and most importantly, (c) nested set relations are seen as the cause of base-rate neglect.

Type
Open Peer Commentary
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Brainerd, C. J. & Reyna, V. F. (1988) Generic resources, reconstructive processing, and children's mental arithmetic. Developmental Psychology 24:324–34.CrossRefGoogle Scholar
Brainerd, C. J. & Reyna, V. F. (1990) Inclusion illusions: Fuzzy-trace theory and perceptual salience effects in cognitive development. Developmental Review 10:365403.CrossRefGoogle Scholar
Brainerd, C. J. & Reyna, V. F. (1995) Autosuggestibility in memory development. Cognitive Psychology 28:65101.CrossRefGoogle ScholarPubMed
Reyna, V. F. (1991) Class inclusion, the conjunction fallacy, and other cognitive illusions. Developmental Review 11:317–36.CrossRefGoogle Scholar
Reyna, V. F. & Brainerd, C. J. (1990) Fuzzy processing in transitivity development. Annals of Operations Research 23:3763.CrossRefGoogle Scholar
Reyna, V. F. & Brainerd, C. J. (1993) Fuzzy memory and mathematics in the classroom. In: Memory in everyday life, ed. Davies, G. M. & Logie, R. H., pp. 91119. North Holland Press.CrossRefGoogle Scholar
Reyna, V. F. & Brainerd, C. J. (1994) The origins of probability judgment: A review of data and theories. In: Subjective probability, ed Wright, G. & Ayton, P, pp. 239–72. Wiley.Google Scholar
Reyna, V. F. & Brainerd, C. J. (1995) Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences 7:175.CrossRefGoogle Scholar
Tversky, A. & Kahneman, D. (1983) Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. Psychological Review 90:293315.CrossRefGoogle Scholar
Winer, G. A. (1980) Class-inclusion reasoning in children: A review of the empirical literature. Child Development 51:309–28.CrossRefGoogle Scholar