When and for whom do frequencies facilitate performance? On the role of numerical literacy.
The thesis that the mind is better prepared to process frequencies-as compared to other numerical formats-continues to be debated. A recent aspect of this issue is the role of numeracy (numerical literacy; one's ability to understand and work with numerical information) and specifically the argument that individual differences in numeracy interact with numerical formats. This interaction, either that frequencies improve performance only for those of low numeracy or that frequencies work only for those of high numeracy, would suggest that better performance using frequencies could be due to (nonevolutionary) numeracy effects. The three present studies revisited prior work with cumulative probability, Bayesian reasoning, and scenario risk assessments to study the effects of numeracy on frequency facilitation. Results from these experiments consistently failed to replicate previous findings of interactions; however, a more consistent finding emerged of a straightforward frequency effect. The lack of interactions and observations of frequency main effects lend support to the evolutionary explanation of the frequency effect. In addition, some possible statistical processes are proposed to explain the observation of interactions in past studies.
Department of Psychology, Kansas State University, Manhattan, KS, USA.
W Trey
WT
Hill
Gary L
GL
Brase
D000293:Adolescent; D001499:Bayes Theorem; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D007600:Judgment / Q000502:physiology*; D008297:Male; D008433:Mathematics; D011237:Predictive Value of Tests; D011340:Problem Solving; D018570:Risk Assessment; D055815:Young Adult