Explore the vast range of titles available.

Interruptions are a frequent occurrence in the work life of most decision makers. This paper investigated the influence of interruptions on different types of decision‐making tasks and the ability of information presentation formats, an aspect of information systems design, to alleviate them. Results from the experimental study indicate that interruptions facilitate performance on simple tasks, while inhibiting performance on more complex tasks. Interruptions also influenced the relationship between information presentation format and the type of task performed: spatial presentation formats were able to mitigate the effects of interruptions while symbolic formats were not. The paper presents a broad conceptualization of interruptions and interprets the ramifications of the experimental findings within this conceptualization to develop a program for future research.

In the Netherlands, a large ongoing study seeks to provide insight into the process behind preferences and choices with regard to moving and housing. As part of the development of the survey instrument that was used in this study, we examined whether visual images (such as photographs) should be included, since they may clarify particular attributes (e.g., architectural style) and make the choice task more realistic for the respondents. However, images may disturb the results as respondents may evaluate accidental details on the photographs such as the color of the window frames. This paper presents the results of two subsequent pilot studies on the impact of including images in a web-based questionnaire. In the first study, eight dwelling profiles were presented in three different ways (“text only”, “text and color photo” and “text and black-and-white impression”) to 28 respondents. In the second study two different instruments were used: one with written information and directly shown photo-collages; the other with written information and photo-collages on request only. Both studies showed that the inclusion of images led to a number of differences between the results obtained with the various presentation methods. These differences may be explained by accidental details on the images. Furthermore, dwelling characteristics appear to be more important to the respondents' overall evaluation of a dwelling when shown with photos than when presented in written format. However, since including images also has a substantial number of benefits, it may not be advisable to leave out images completely from the measurement task. Should images be included in a survey instrument, it is of utmost importance to make sure that all potentially disturbing details are cleared away. Furthermore, it may be better to show a collage of pictures than only one in order to decrease the specific impact of accidental details.

In reinforcement learning tasks, people learn the values of options relative to other options in the local context. Prior research suggests that relative value learning is enhanced when choice contexts are temporally clustered in a blocked sequence compared to a randomly interleaved sequence. The present study was aimed at further investigating the effects of blocked versus interleaved training using a choice task that distinguishes among different contextual encoding models. Our results showed that the presentation format in which contexts are experienced can lead to qualitatively distinct forms of relative value learning. This conclusion was supported by a combination of model-free and model-based analyses. In the blocked condition, choice behavior was most consistent with a reference point model in which outcomes are encoded relative to a dynamic estimate of the contextual average reward. In contrast, the interleaved condition was best described by a range-frequency encoding model. We propose that blocked training makes it easier to track contextual outcome statistics, such as the average reward, which may then be used to relativize the values of experienced outcomes. When contexts are interleaved, range-frequency encoding may serve as a more efficient means of storing option values in memory for later retrieval.

Context effects are changes in preference that occur when alternatives are added to a choice set. Models that account for context effects typically assume a within-dimension comparison process; however, the presentation format of a choice set can influence comparison strategies. The present study jointly tests the influence of presentation format on the attraction, compromise, and similarity effects in a within-subjects design. Participants completed a series of choices designed to elicit each of the three context effects, with either a by-alternative or by-dimension format. Whereas the by-alternative format elicited a standard similarity effect, but null attraction and reverse compromise effects, the by-dimension format elicited standard attraction and compromise effects, but a reverse similarity effect. These novel results are supported by a re-analysis of the eye-tracking data collected by Noguchi and Stewart ( Cognition , 132 (1), 44–56, 2014 ) and demonstrate that flexibility in the comparison process should be incorporated into theories of preferential choice.

Context effects in multi-alternative, multi-attribute choice are widely documented, but often elusive. We show that this elusiveness can arise in part from the way that choices are presented. To illustrate this, we use a modeling framework to predict how changes to the format of attribute values, specifically the commensurability of attribute values, influences attention allocation and consequently context effects. Guided by this framework, we show in two online choice experiments (total N = 954 adults) that manipulating the commensurability of attributes leads to different patterns of context effects. Robust attraction and compromise effects are found when attributes are incommensurable (e.g., CPU speed in GHz and RAM memory in GB, or quality ratings on different scales), and mostly null effects occur when attributes are commensurable (e.g., quality ratings on the same scale). Our findings show how the format of choice information can substantially alter the integration of that information and resulting choice patterns.

It has been shown that Bayesian reasoning is affected by the believability of the data, but it is unknown which conditions could potentiate or reduce such belief effect. Here, we tested the hypothesis that the belief effect would mainly be observed in conditions fostering a gist comprehension of the data. Accordingly, we expected to observe a significant belief effect in iconic rather than in textual presentations and, in general, when nonnumerical estimates were requested. The results of three studies showed more accurate Bayesian estimates, either expressed numerically or nonnumerically, for icons than for text descriptions of natural frequencies. Moreover, in line with our expectations, nonnumerical estimates were, in general, more accurate for believable rather than for unbelievable scenarios. In contrast, the belief effect on the accuracy of the numerical estimates depended on the format and on the complexity of the calculation. The present findings also showed that single-event posterior probability estimates based on described frequencies were more accurate when expressed nonnumerically rather than numerically, opening new avenues for the development of interventions to improve Bayesian reasoning.

People often need to remember the location of important objects or events, and also to remember locations that are associated with negative objects. In the current study, we examined how both positive and negative items might be selectively remembered in the visuospatial domain. Participants studied number-items ranging from -25 to +25 indicating point values in a grid display and were instructed to maximize their score (a summation of correctly remembered positive and negative information; incorrectly placed negative items resulted in a subtraction from the overall score). Items were presented in a sequential, simultaneous (Experiment 1 ), or self-regulated format (Experiment 2 ) where participants controlled which items to study and the length of study time per item. In Experiment 1 , participants selectively recalled high-magnitude over low-magnitude items, but also displayed a positivity preference in memory. In Experiment 2 , we were able to determine whether this positivity preference was a result of bottom-up, automatic, or top-down strategic processes. Results indicated that participants explicitly chose to study positive items more frequently and for more total time relative to negative items, suggesting a deliberate strategy to focus on positive information. This bias for highly positive information suggests an overt points-gained approach, as opposed to a loss-aversion approach, to remembering value in the visuospatial domain.

Financial professionals have a great deal of discretion concerning how to relay information about the risk of financial products to their clients. This paper introduces a new risk tool to communicate the risk of investment products, and it examines how different risk-presentation modes influence risk-taking behavior and investors' recall ability of the risk-return profile of financial products. We analyze four different ways of communicating risk: (i) numerical descriptions, (ii) experience sampling, (iii) graphical displays, and (iv) a combination of these formats in the \"risk tool.\" Participants receive information about a risky and a risk-free fund and make an allocation between the two in an experimental investment portfolio. We find that risky allocations are elevated in both the risk tool and experience sampling conditions. Greater risky allocations in the risk tool condition are associated with decreased risk perception, increased confidence in the risky fund, and a lower estimation of the probability of a loss. In addition to these favorable perceptions of the risky fund, participants in the risk tool condition are more accurate on recall questions regarding the expected return and the probability of a loss. We find no evidence of greater dissatisfaction with returns in these conditions, and we observe a willingness to take on similar levels of risk in subsequent allocations. This paper was accepted by Teck Ho, behavioral economics.

To map whether and how systematic reviews (SRs) with network meta-analysis (NMA) use presentation formats to report (a) structured evidence summaries – here defined as reporting of effects estimates in absolute effects with certainty ratings and with a method to rate interventions across one or more outcome(s) – and (b) NMA results in general. We conducted a systematic survey, searching MEDLINE (Ovid) for SRs with NMA published between January 1, 2020, and December 31, 2021. We planned to include a random sample of publications, with predefined mechanisms in place for saturation, and included SRs that met prespecified quality criteria and extracted data on presentation formats that reported: (a) estimates of effects, (b) certainty of the evidence, or (c) rating of interventions. The 200 eligible SRs, from 158 unique Journals, utilized 1133 presentation formats. We found structured evidence summaries in 10 publications (5.0%), with 3 (1.5%) reporting structured evidence summaries across all outcomes, including benefits and harms. Sixteen of the 133 SRs (11.7%) reporting dichotomous outcomes included estimates of absolute effects. Seventy-six SRs (38.0%) reported both benefits and harms and 26 SRs (13.0%) reported certainty ratings in presentation formats, 20 (76.9%) used Grading of Recommendations Assessment, Development and Evaluation and 6 (23.1%) used Confidence In Network Meta-analysis. Surface Under the Cumulative Ranking Curve was the most common method to rate interventions (69 SRs, 34.5%). NMA results were most often reported using forest plots (108 SRs, 54.0%) and league tables (93 SRs, 46.5%). Most SRs with NMA do not report structured evidence summaries and only rarely do such summaries include reporting of both benefits and harms; those that do offer effective user-friendly communication and provide models for optimal NMA presentation practice.

The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students’ sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed.