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Related Concept Videos

Bias01:22

Bias

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Bias refers to any tendency that prevents a question from being considered unprejudiced. In research, bias occurs when one outcome or answer is selected or encouraged over others in sampling or testing. Bias can occur during any research phase, including study design, data collection, analysis, and publication.
In statistics, a sampling bias is created when a sample is collected from a population, and some members of the population are not as likely to be chosen as others (remember, each member...
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Regression toward the mean (“RTM”) is a phenomenon in which extremely high or low values—for example, and individual’s blood pressure at a particular moment—appear closer to a group’s average upon remeasuring. Although this statistical peculiarity is the result of random error and chance, it has been problematic across various medical, scientific, financial and psychological applications. In particular, RTM, if not taken into account, can interfere when...
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Confirmation Biases01:31

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The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
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Weighted Mean00:57

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While taking the arithmetic, geometric, or harmonic mean of a sample data set, equal importance is assigned to all the data points. However, all the values may not always be equally important in some data sets. An intrinsic bias might make it more important to give more weightage to specific values over others.
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Revisionist Views of Adolescent and Adult Cognition01:24

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Measuring Attentional Biases for Threat in Children and Adults
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Developmental changes in the whole number bias.

David W Braithwaite1, Robert S Siegler1,2

  • 1Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, USA.

Developmental Science
|February 24, 2017
PubMed
Summary
This summary is machine-generated.

Students often struggle with fractions due to whole number bias, focusing on numerators and denominators instead of the fraction's value. This bias lessens between fourth and eighth grade, with students increasingly understanding fraction magnitudes.

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Area of Science:

  • Cognitive psychology
  • Mathematics education
  • Developmental psychology

Background:

  • Whole number bias impacts fraction understanding, causing students to focus on numerators and denominators rather than the fraction's magnitude.
  • This bias emerges early and can persist into adulthood, even affecting mathematicians under certain conditions.

Purpose of the Study:

  • To investigate the developmental trajectory of whole number bias in students.
  • To examine how reliance on fraction magnitudes changes during elementary and middle school years.

Main Methods:

  • The study analyzed student performance on tasks involving equivalent fractions, magnitude comparison, and number line estimation.
  • Data were collected from fourth and eighth graders to track changes in their understanding.

Main Results:

  • Whole number bias significantly decreased from fourth to eighth grade.
  • Students showed an increased reliance on fraction magnitudes for comparisons and estimations during this period.
  • Individual performance varied, with some younger students lacking bias and some older students still exhibiting it.

Conclusions:

  • Understanding of fraction equivalence and numerical development is influenced by the diminishing whole number bias.
  • Educational interventions should address whole number bias to foster a stronger conceptual understanding of fractions.