The availability heuristic in the classroom: How soliciting more criticism can boost your course ratings

Craig R. Fox

Judgment and Decision Making, 2006, vol. 1, issue 1, 86-90

Abstract: This paper extends previous research showing that experienced difficulty of recall can influence evaluative judgments (e.g., Winkielman & Schwarz, 2001) to a field study of university students rating a course. Students completed a mid-course evaluation form in which they were asked to list either 2 ways in which the course could be improved (a relatively easy task) or 10 ways in which the course could be improved (a relatively difficult task). Respondents who had been asked for 10 critical comments subsequently rated the course more favorably than respondents who had been asked for 2 critical comments. An internal analysis suggests that the number of critiques solicited provides a frame against which accessibility of instances is evaluated. The paper concludes with a discussion of implications of the present results and possible directions for future research.

Date: 2006
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.cambridge.org/core/product/identifier/ ... type/journal_article link to article abstract page (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cup:judgdm:v:1:y:2006:i:1:p:86-90_8

Access Statistics for this article

More articles in Judgment and Decision Making from Cambridge University Press Cambridge University Press, UPH, Shaftesbury Road, Cambridge CB2 8BS UK.
Bibliographic data for series maintained by Kirk Stebbing ().