The purpose of this paper is to analyze the components of clinical inference within the framework of Brunswik's lens model by means of multiple-regression analysis. 2 parallel studies of clinical psychologists, the performance of Ss in a quasi-clinical task, and the performance of Ss learning a multiple-cue probability task involving neutral stimuli provide the context for the analysis. Special reference is made to the problem of clinical vs. statistical prediction. Implications for the interrelation between experimental psychology, cognitive theory, and clinical tests are discussed.Two sharply contrasting attitudes toward the psychology of inference may be observed within psychology. On the one hand, clinical psychologists behave as if there were virtually no limit to their capacity for inference making. Indeed, the general assumption, only slightly tarnished, is-the more data on which to base the inference, the better the inference is likely to be. On the other hand, experimental psychologists, particularly learning theorists, appear to believe that man's capacity for inference making is hardly more than a brief step removed from none at all. Where the truth lies, however, may be learned from the inferential behavior

In a learning situation, does the principle "the more information, the better the performance" always apply? Questioned in this article is the traditional use of outcome feedback (knowledge of results) as a means of providing more positive effects on learning. These authors suggest that it is the kind of information that counts in multiple-cue probability tasks.

A research paradigm is introduced for investigating the process whereby one person learns to predict the behavior of another person. The paradigm is derived from Brunswik's probabilistic functionalism and his "lens model" of behavior. Methods of analysis are applied to data provided by an illustrative experiment. Results of the experiment show that interpersonal learning occurs; the results are also shown to have implications for problems inherited from studies of interpersonal perception.

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An attempt was made to obtain descriptive information about bright normal achievers and underachievers with respect to 4 theory-related variables. 4 hypotheses were stated predicting that, as compared with normal achievers, underachievers would manifest less need for academic achievement, would be less likely to have decided on specific vocational goals, would be more likely to perceive a relationship between coursework and attainment of goals, and would have lower expectancy for success in academic pursuits. The results obtained through the administration of 2 personality inventories and a specially devised questionnaire provided some support for all 4 hypotheses for male Ss. For female Ss, however, support was found for only 2 of the 4 hypotheses. The results were discussed with reference to sex differences.

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