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Abstract

Studies which dealt with the effects of increasing information were reviewed and discussed in terms of the distinction between amounts and units of information. 75 subjects made judgments of predicted class rankings using varying amounts and units of computer-generated information. Subjects were randomly assigned to one of five information conditions in which they were presented 2, 4, 6, 8, or 10 cues which accounted for proportionate amounts of variance in the criterion. Results were analyzed using Tucker's modification of the lens model equation. Predictive accuracy increased with greater amounts of information, while knowledge of the task system decreased and cognitive control did not change significantly. The results were discussed in terms of the differential effects of amounts and units of information and Goldberg's (1968) conclusions about the relationship of information and accuracy of judgment.

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Effects of Amounts and Units of Information on the Judgmental Process

Abstract

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