explaining quantities qualitatively, displaying information visually, and tailoring the format to trigger the appropriate gist and to cue the retrieval of health-related knowledge and values. Web-based interventions have been designed using these principles, which have been found to increase the patient's willingness to escalate care, as well as gain knowledge and make an informed choice. Implications Theory-driven research using principles from FTT provides empirically supported recommendations that can be applied in many fields. For example, it provides specific recommendations regarding interventions aiming at reducing adolescent risk taking. Moreover, according to FTT, precise information does not necessarily work to communicate health-related information, which has obvious implications to public policy and procedures for improving treatment adherence in particular. Specifically, FTT principles suggest examples of how to display risk proportions in order to be comprehensible for both patients and health care professionals: Explain quantities qualitatively. Do not rely solely on numbers when presenting information. Explain quantities, percentages, and probabilities verbally, stressing conceptual understanding (the bottom-line meaning of information) over precise memorization of verbatim facts or numbers (e.g., a 20% chance of breast cancer is actually a "high" risk). Provide verbal guidance in disentangling classes and class-inclusion relationships. Display information visually. When it is necessary to present information numerically, arrange numbers so that meaningful patterns or relationships among them are obvious. Make use of graphical displays which help people extract the relevant gist. Useful formats for conveying relative risks and other comparative information include simple bar graphs and risk ladders. Pie charts are good for representing relative proportions. Line graphs are optimal for conveying the gist of a linear trend, such as survival and mortality curves or the effectiveness of a drug over time. Stacked bar graphs are useful for showing absolute risks; and Venn diagrams, two-by-two grids, and 100-square grids are useful for disentangling numerators and denominators and for eliminating errors from probability judgments. Avoid distracting gists. The class-inclusion confusion is especially likely to produce errors when visually or emotionally salient details, a story, or a stereotype draws attention away from the relevant data in the direction of extraneous information. For example, given a display of seven cows and three horses, children are asked whether there are more cows or more animals. Until the age of ten, children often respond that there are more cows than animals, even after counting the number in each class aloud correctly. However, young children in the previous