Journal of Education and Psychology

Abstract

The study investigated the effects of task complexity, task uncertainty and time pressure on judgment in multiple cue probability learning tasks. Participants were trained to use two equal weighted cues to predict a criterion. Lens model analyses were used to indicate participants’ performance and the self-reports of participants were used to reflect their response strategies. The results indicated that the participants’ achievements under low task complexity were better than those under high task complexity; the achievements were higher while task uncertainty was lower; and the achievements under no time pressure conditions were better than those under time pressure conditions. Better achievement was reflected in better cognitive control rather than task knowledge. However, the effects of task uncertainty were different under different task complexity. Task uncertainty had a larger effect on achievement, cognitive control, task knowledge, and differential cue utilization under low task complexity than under high task complexity. These results were further discussed through strategies used by participants and Hammond’s theory (2000).

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