Do unique conceptions of constructs overtly influence students' use of the representativeness heuristic? Not quite!

Abstract

The predictive basis of the constructs associated with the use of the representativeness heuristic has rarely been investigated. To address this gap, we obtained, via written responses, qualitative and quantitative data on high school students’ (n=70) conceptions of randomness, fairness, and independence, parsing them into categories to allow us to infer if they influence students’ use of the heuristic. Amidst variations within each construct, we found no relationship between the unique ways randomness and independence are conceived and subsequent use of heuristic. Our study not only provides quantitative support for the naiveness of certain conceptions of constructs but their limited potential to serve predictive purposes. Implications for research and instruction follow.