The Effect of Information Display Format on Multiple-Cue Judgment.
RICE UNIV HOUSTON TX DEPT OF PSYCHOLOGY
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Since empirical evidence on the effects of display features in cognitive tasks is sparse, three studies were conducted to explore various aspects of the relationship. In all three, subjects were required to combine multiple predictive items teacher attributes, applicant test scores into overall evaluations teacher effectiveness qualification for a defined position under conditions of either graphic or numerical display. Using the policy capturing methodology, in which multiple regression is used to model behavior, a description of individual judgment strategies was obtained. Display format was found to have a direct influence on the importance attached to the weighting of the separate pieces of information viz., intelligence etc. in forming an overall evaluation. Moreover, simultaneous presentation of graphic information tended to produce holistic processing in contrast with the serial processing of numerical information. These findings appear to have important implications for the design of computer-based information processing systems.