This research examines how investment experience and financial literacy impact investment‐related judgments. Financial literacy refers to a person's knowledge of fundamental financial concepts. I begin by documenting investors' demographic characteristics and financial literacy using a relatively large sample of participants ( n > 2,000) recruited from Amazon's Mechanical Turk under different categories of investment experience, which I benchmark against national samples of financial capability skills in the United States. I then replicate a sample of three accounting research experiments, varying the type and depth of the underlying accounting issue. Across the three experiments, the data show two main results: First, investment experience strengthens the influence of financial accounting disclosures on participants' investment‐related judgments. Second, financial literacy further strengthens the influence of financial accounting disclosures on investors' (but not noninvestors') judgments. Collectively, these findings suggest that investment experience and financial literacy can help to identify individuals who are more likely to be able and willing to study financial reporting information with reasonable diligence as they form their investment‐related judgments.

Although prior research presents employees’ subjective valuations of their stock options as being either below or above firms’ opportunity cost of issuing options, we examine subjective valuations in terms of their distribution around cost. We argue that variation of subjective valuations within this distribution is at least partly attributable to employees’ failure to fully incorporate the time-value component of options and their tendency to, instead, anchor on readily-available components of option value. Using both “real-world” and experiment data, we show that a significant proportion of both employees (30 percent) and experiment participants (47 percent) anchor on three readily-available values, two of which lie below cost (zero value, intrinsic value) and one of which lies above (stock price). We further find that a stock option education program aimed at mitigating the tendency to disregard the time-value component leads to a significant change in valuations (in terms of both median values and dispersion) and lower reliance on simple anchors. Education in the form of cognitive feedback has a greater effect on subjective valuations of additional options with differing characteristics as compared to education in the form of outcome feedback on the original option holdings.