Syllabus Edition

First teaching 2025

First exams 2027

Anchoring Bias (DP IB Psychology): Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Raj Bonsor

Updated on

Anchoring bias

  • A cognitive bias is a faulty or distorted way of perceiving or understanding the world

  • Biases act as heuristics (mental shortcuts) that help us make decisions quickly, but often at the cost of accuracy

  • Those aware of biases can exploit them:

    • Salespeople use them to persuade customers to spend money

    • Politicians present information in biased ways to appear more favourable

    • Media/social media rely on biased framing (e.g., clickbait) to grab attention

  • Anchoring bias occurs when decisions are made based on the first piece of information presented - the anchor

    • This 'locks down' a specific idea in someone's mind

Examples in consumer behaviour

  • If a laptop is first presented at £800, people view this as its “true” value — even though no product has an inherent value

  • A “discount” price of £700 feels like a saving of £100, when in reality, the laptop might only cost £200 to manufacture

  • Some retailers manipulate this effect by creating artificial anchors (e.g., marking an item as “reduced” from a price that never existed)

  • Anchoring gives consumers a false sense of getting a bargain, reinforcing feelings of being “savvy” shoppers

Faulty adjustments

  • Anchoring bias leads to inaccurate estimates since people adjust insufficiently from the initial anchor

    • E.g., a dress “reduced” from £75 to £50 feels like a £25 saving, but in reality, the consumer spent £50 they may not have spent otherwise

  • When using anchoring bias, people make higher estimates when the initial value is higher and lower estimates when the initial value is lower

Research support for anchoring bias

Kahneman & Tversky (1974)

Aim:

  • To investigate anchoring bias in terms of estimation of a final product

Participants:

  • High school students aged 16-18 years

Procedure:

  • The participants were randomly allocated to one of two groups and asked to estimate the answer a mathematical question

    • The ascending condition: Participants were asked to estimate the product of 1x2x3x4x5x6x7x8

    • The descending condition: Participants were asked to estimate the product of 8x7x6x5x4x3x2x1

  • Participants had 5 seconds to give their estimation

Results:

  • The group with the low anchor (ascending condition) estimated the final product as 512 (mean value)

  • The group with the high anchor (descending condition) estimated the final product as 2,250 (mean value)

  • The correct answer for both ascending and descending conditions is 40,320

Conclusion:

  • Participants’ estimates were strongly influenced by the starting value (anchor)

  • A low anchor led to lower final estimates, while a high anchor led to higher final estimates — demonstrating the power of anchoring bias in decision-making

Evaluation of anchoring bias

Strengths

  • One strength of anchoring bias is its application to several sectors (particularly in sales/retail)

    • This means that it has good external validity

  • Awareness of anchoring bias can prevent people from making expensive mistakes

    • Some research suggests that being in a good mood is a protective factor against succumbing to anchoring bias

      • The 'take-home' from this finding is: don't shop when you're feeling down!

Limitations

  • Research in this field is predominantly lab-based, which means that it lacks mundane realism

    • Mundane realism is the extent to which the tasks/procedures in a study reflect everyday experience

  • People are prone to cognitive biases but they are also more sophisticated than this theory suggests

    • Most consumers are wise to the tricks and manipulation of retailers and may buy a product in the full knowledge of what the retailer has put in place to draw their attention to it

Perspective

  • Anchoring bias is a cognitive construct, operating through mechanisms of information processing and sometimes involving deliberate, conscious thought

  • However, it does not fully explain decision-making that occurs without much cognitive effort

    • For example, impulse purchases based on “bargains” may be better explained by the scarcity principle from the evolutionary approach

      • Humans are thought to be biologically hardwired to compete for scarce resources

      • Marketing tactics such as “early bird specials”, “while stocks last”, or “last chance to own” exploit this evolutionary mechanism, creating urgency and pushing buyers to act quickly

Change

  • Today’s consumers are generally more educated and aware of marketing strategies than in past decades

  • But increased awareness does not make people immune to manipulation through anchoring

  • Retailers adapt by using strategies such as the “dummy offer”: presenting one poor-value option, one high-value option, and one “amazing” offer — nudging the consumer towards the choice that benefits the retailer most (often the higher-priced plan)

  • Despite rapid social and technological change, these classic persuasion techniques remain highly effective

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Raj Bonsor

Reviewer: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.