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Emergent understanding and attribution of randomness: Comparative analysis of the reasoning of primary grade children and undergraduates

Author(s): Metz, K. E.

Type: Journal Article
Category: Research
Pages: 285-365
Publisher/Journal: Cognition and Instruction

Abstract: Compared kindergartners', third graders', and undergraduates' understanding and attribution of randomness. Found that kindergartners' interpretations were deterministic or outside the determinancy-indeterminancy frame. Most third graders had some grasp of randomness; their interpretations were less dominated by false attribution of determinism than kindergartners'. Undergraduates also showed performance deficiencies, suggesting that interpreting random phenomena constitutes a nontrivial challenge even for adults.