Volume 19, Issue 3 (1990)
Base Rate Theory and School Psychology
Candace W. Burns
ABSTRACT: This article focuses on one type of judgmental issue in cognitive psychology that depicts mixed results—subjects’ use of and failures to use base rates in category predictions. It examines conditions that either induce or prevent subjects from using base rates, and uses these conditions to analyze a study of special education decision making. It also evaluates the potential of base rate theory for studying school psychologists’ judgments.
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