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Schneier's cognitive compatibility theory proposed that cognitively complex raters should exhibit psychometricaily superior ratings when using a complex rating format such as a behaviorally anchored rating scale and should have a stronger preference for such a format than do cognitively simple raters. The cognitive compatibility theory was tested in four studies. In Experiments 1 and 2, students rated college instructors and professor vignettes, respectively. Results showed that rater cognitive complexity was unrelated to rating accuracy, halo error, acceptability of rating format, or confidence in ratings. In Experiment 3, police sergeants rated patrol officers, and the results showed that halo error and acceptability of formats were unrelated to cognitive complexity. In Experiment 4, student ratings of managerial performance and instructor effectiveness again showed no support for the cognitive compatibility theory. However, the data showed that raters' ability to generate dimensions was significantly related to halo error in instructors' ratings. Implications for Schneier's cognitive compatibility theory and future research with the method of generating performance dimensions are discussed in light of the present findings.

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