No 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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96 Ss judged the correct category designations of human-like figures which differed with respect to four facial cues. The task was designed so that the correct category was defined by a linear function of the cues. Ss were randomly assigned to one of 4 feedback conditions in which they received (1) traditional “right” vs “wrong” feedback after each trial, (2) the correct category of each figure, (3) the values of each cue for each figure, or (4) the linear function relating the cues to the categories. The results were analyzed by Tucker's modification of the Brunswikian lens model equations. Ss who received “lens” feedback gained significantly more knowledge of the task system than Ss in traditional outcome feedback conditions, exercised significantly greater control over that knowledge, and achieved a significantly higher level of accuracy in their judgments. These results are discussed in terms of their relevance for situations of social judgment.