Prepare effectively for the A Level Psychology OCR Exam with our comprehensive quiz featuring interactive questions, formative feedback, and more. Boost your confidence and knowledge in key psychological concepts and theories to excel on test day.

Practice this question and more.


Which of the following best describes the impact of expected value on adolescents' gambling behavior?

  1. Adolescents are indifferent to expected value.

  2. Higher expected values decrease adolescents' gambling tendencies.

  3. Adolescents are more likely to gamble with higher expected values.

  4. Adolescents prefer low expected value gambles.

The correct answer is: Adolescents are more likely to gamble with higher expected values.

The correct answer highlights that adolescents are more likely to engage in gambling when presented with higher expected values. This connection can be attributed to the developmental stage of adolescence, where individuals often exhibit risk-taking behaviors and a desire for immediate rewards. Adolescents are generally more impulsive and may overestimate the benefits of betting in situations where the potential payoffs are significant, leading them to be more likely to participate in gambling activities with attractive expected outcomes. Additionally, the concept of expected value is crucial in decision-making scenarios, as it represents the average outcome one can anticipate from a gamble weighted by the probabilities of various outcomes. When the expected value is high, it suggests a potentially lucrative gamble, which can be particularly appealing to adolescents who might prioritize the excitement and rewards associated with gambling. This tendency can also be reinforced by social influences and peer behaviors where high-stakes contexts are glamorized, further encouraging gambling actions among young people. Thus, the availability of higher expected value options aligns with their propensity to engage in gambling, making this choice the most fitting description of their behavior regarding gambling.