Developmental differences in baserate estimates of social behaviors and attitudes

This study examined the development of baserate estimation skills for everyday social events and attitudes. Subjects in grades one, three, and six responded to questions concerning their own rates of behavior and attitudes, and their estimates of baserates of behaviors and attitudes for their classmates. The findings indicate a general increase in accuracy for the estimation of baserates throughout the elementary school years. In addition, younger subjects were less likely to make similar estimates for themselves and their classmates than were older respondents. Developmental changes in estimation accuracy are discussed in relation to task content, use of the response scale, correspondence between self‐reports and estimates, and sample variability.