Editing Availability heuristic (section)

== Explanations ==
Many researchers have attempted to identify the psychological process which creates the availability heuristic.

Tversky and Kahneman argue that the number of examples recalled from memory is used to infer the frequency with which such instances occur. In an experiment to test this explanation, participants listened to lists of names containing either 19 famous women and 20 less famous men or 19 famous men and 20 less famous women. Subsequently, some participants were asked to recall as many names as possible whereas others were asked to estimate whether male or female names were more frequent on the list. The names of the famous celebrities were recalled more frequently compared to those of the less famous celebrities. The majority of the participants incorrectly judged that the gender associated with more famous names had been presented more often than the gender associated with less famous names. Tversky and Kahneman argue that although the availability heuristic is an effective strategy in many situations when judging probability, use of this heuristic can lead to predictable patterns of errors.<ref name="tversky" />

Schwarz and his colleagues, on the other hand, proposed the ''ease of retrieval'' explanation, wherein the ease with which examples come to mind, not the number of examples, is used to infer the frequency of a given class. In a study by Schwarz and colleagues to test their explanation, participants were asked to recall either six or twelve examples of their assertive or very unassertive behavior. Participants were later asked to rate their own assertiveness. Pretesting had indicated that although most participants were capable of generating twelve examples, this was a difficult task. The results indicated that participants rated themselves as more assertive after describing six examples of assertive compared with unassertive behavior, but rated themselves as less assertive after describing twelve examples of assertive compared with unassertive behavior. The study reflected that the extent to which recalled content impacted judgment was determined by the ease with which the content could be brought to mind (it was easier to recall 6 examples than 12), rather than the amount of content brought to mind.<ref name="schwarz" />

Research by Vaughn (1999) looked at the effects of [[uncertainty]] on the use of the availability heuristic. College students were asked to list either three or eight different study methods they could use in order to get an A on their final exams. The researchers also manipulated the time during the semester they would ask the students to complete the questionnaire.  Approximately half of the participants were asked for their study methods during the third week of classes, and the other half were asked on the last day of classes. Next, participants were asked to rate how likely they would be to get an A in their easiest and hardest classes.  Participants were then asked to rank the difficulty they experienced in recalling the examples they had previously listed. The researchers hypothesized that students would use the availability heuristic, based on the number of study methods they listed, to predict their grade only when asked at the beginning of the semester and about their hardest final. Students were not expected to use the availability heuristic to predict their grades at the end of the semester or about their easiest final. The researchers predicted this use of the availability heuristic because participants would be uncertain about their performance throughout the semester. The results indicated that students used the availability heuristic, based on the ease of recall of the study methods they listed, to predict their performance when asked at the beginning of the semester and about their hardest final. If the student listed only three study methods, they predicted a higher grade at the end of the semester only on their hardest final. If students listed eight study methods, they had a harder time recalling the methods and thus predicted a lower final grade on their hardest final. The results were not seen in the easy final condition because the students were certain they would get an A, regardless of the study method. The results supported this hypothesis and gave evidence to the fact that levels of uncertainty affect the use of the availability heuristic.<ref>{{Cite journal |last=Vaughn |first=Leigh Ann |year=1999 |title=Effects of uncertainty on use of the availability of heuristic for self-efficacy judgments |url=https://deepblue.lib.umich.edu/bitstream/2027.42/34564/1/943_ftp.pdf |journal=European Journal of Social Psychology |volume=29 |issue=2/3 |pages=407–410 |doi=10.1002/(sici)1099-0992(199903/05)29:2/3<407::aid-ejsp943>3.0.co;2-3 |hdl-access=free |hdl=2027.42/34564}}</ref>