Developmental changes in level of achievement as a function of magnitude and direction of cue validity

Abstract

Twelve groups of Ss participated in a probability learning task which was derived from Brunswik’s Lens Model. The groups varied according to age (7-8, 13-14, and 19-20 year olds), magnitude (.40 and .80), and the direction (positive and negative) of the ecological validity coefficient (cue-criterion correlation). The Ss were required to predict a two-digit criterion number after viewing a two-digit cue value. An analysis of cue utilization (S's response-cue correlation) and achievement (S’s responsecriterion correlation) revealed that Ss had much more difficulty dealing with cues which have a negative, rather than a positive, relationship with the criterion. Some evidence also was obtained indicating that children (7-8 years old) tend to copy the cue more often than adults.

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