Fuzzy-Trace Theory and Framing Effects in Children's Risky Decision Making

Traditional theories of cognitive development predict that children progress from intuitive to computational thinking, whereas fuzzy-trace theory makes the opposite prediction To evaluate these alternatives, framing problems were administered to preschoolers, second graders, and fifth graders Consistent with fuzzy-trace theory, results indicated (a) that younger children focused on quantitative differences between outcomes and did not exhibit framing effects (risk avoidance for gains, risk seeking for losses) and (b) that older children assimilated these quantitative differences and displayed framing effects

[1]  V. Reyna,et al.  Memory independence and memory interference in cognitive development. , 1993, Psychological review.

[2]  A W Blackler,et al.  Developmental differences. , 1980, Science.

[3]  Ruth Beyth-Marom,et al.  Risk taking in adolescence: A decision-making perspective , 1992 .

[4]  V. Reyna.  Class inclusion, the conjunction fallacy, and other cognitive illusions , 1991 .

[5]  Douglas H. Wedell,et al.  Contemplating Single versus Multiple Encounters of a Risky Prospect , 1994 .

[6]  Bruce M. Ross,et al.  Children’s Concepts of Chance and Probability , 1982 .

[7]  D. Davidson,et al.  Developmental Differences in Children's Search of Predecisional Information. , 1991 .

[8]  E. Rowland.  Theory of Games and Economic Behavior , 1946, Nature.

[9]  V. Reyna,et al.  Fuzzy-trace theory and framing effects in choice: Gist extraction, truncation, and conversion , 1991 .

[10]  G. W. Fischer,et al.  Strategy compatibility, scale compatibility, and the prominence effect. , 1993 .

[11]  Reid Hastie,et al.  A Review from a High Place: The Field of Judgment and Decision Making as Revealed in Its Current Textbooks , 1991 .

[12]  H. Lee Swanson,et al.  The Influence of Working Memory and Classification Ability on Children′s Word Problem Solution , 1993 .

[13]  Charles J. Brainerd,et al.  The origins of probability judgment: A review of data and theories. , 1994 .

[14]  V. Reyna,et al.  Explaining “Memory Free” Reasoning 1 , 1992 .

[15]  C. Wolfe.  Information seeking on Bayesian conditional probability problems: A fuzzy‐trace theory account , 1995 .

[16]  G. Winer,et al.  On the uncertainty of conservation: Responses to misleading conservation questions. , 1993 .

[17]  H. Arkes.  Costs and benefits of judgment errors: Implications for debiasing. , 1991 .

[18]  V. Reyna.  Interference effects in memory and reasoning , 1995 .

[19]  David Harris Russell,et al.  Children's thinking , 1956 .

[20]  V. Reyna.  Reasoning, Remembering, and Their Relationship: Social, Cognitive, and Developmental Issues , 1992 .

[21]  Maria T. Potenza,et al.  The use of judgment heuristics to make social and object decisions: a developmental perspective , 1991 .

[22]  Lola L. Lopes,et al.  [Advances in Experimental Social Psychology] Advances in Experimental Social Psychology Volume 20 Volume 20 || Between Hope and Fear: The Psychology of Risk , 1987 .

[23]  D. Davidson,et al.  Children's decision-making examined with an information-board procedure☆ , 1991 .

[24]  Charles J. Brainerd,et al.  Children’s Logical and Mathematical Cognition , 1982 .

[25]  V. Reyna,et al.  Fuzzy-trace theory and children's acquisition of mathematical and scientific concepts , 1991 .

[26]  V. Reyna,et al.  Chapter 3 Fuzzy Memory and Mathematics in The Classroom , 1993 .

[27]  Joshua Klayman,et al.  Children's decision strategies and their adaptation to task characteristics , 1985 .

[28]  B Fischhoff,et al.  Adolescent (in)vulnerability. , 1993, The American psychologist.