1. When learning about the Availability Heuristic I was thinking back to previous chapters on memory. Research found that when people were encouraged to recall pleasant events from their memory, pleasant events seemed more likely in their future, effecting the way they make decisions. In contrast if people were encouraged to recall unpleasant events they saw unpleasant things happening in their future. The belief bias, the confirmation bias, and the illusory correlation all emphasize top-down processing. When decision making we must take advantage of our memory, concepts, and previous knowledge. Although deductive reasoning uses established rules to draw conclusions, and decision making is much more difficult to distinguish if our conclusions are correct, both require thinking. Thinking requires us to go beyond information that we are given. Deductive Reasoning, Decision Making, and Problem Solving all take heuristics to help lead us to appropriate situations. 

2. I am still somewhat unclear on the anchoring and adjustment heuristic. It becomes more clear to me when I see the similarities to the availability heuristic. The highly available information is acting as the anchor. It makes sense to me that the anchor restricts the search for more relevant information in memory, so would an initial anchor be an example of when you form a stereotype when first meeting someone without knowing anything about them? 

3. Students are faced with decision making in all areas of their school work and in the real world. We do a lot of conditional reasoning tasks in class, but it is our job as teachers to make sure students are taught heuristics, or strategies to help them make decisions as they are faced with them in life. We need to make sure they know the misconceptions such as sample size, base rates, recency, and familiarity before making the decisions that they do. It is our job to show them the research to prove each heuristic,  just as the text is teaching us through demonstrations.