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d. The author created a game of strategy whereby 132 upper-division accounting students
representing either a manager or an auditor were paired with one another for 20 rounds. During
each round, both parties are given two system-generated accounts and a risk factor associated
with the possibility of a system-generated error within the account (i.e. a “high–risk” account and
a “low–risk” account).
Managers are the first to receive the accounts and must make a decision to accept each account’s
figure or override the outcome for either account. Next, the auditor is given the accounts, the risk
factors (of system-generated errors), and the current balances (either manipulated or unchanged).
Unbeknownst to managers, some of the auditors are given a strategic prompt intended to help
them consider their opponent’s behavior and how it should impact their own strategy. These
prompted auditors are asked first asked to predict the manager’s belief about the auditor’s
allocation strategy. Furthermore, they are asked to predict the manager’s response to those
beliefs. After this prompt, this group then makes their resource allocation decision.
e. Real-world factors not included in the study may impact decision-making behavior. For
example, the amount of resources available to the auditor (e.g., the audit fee) is determined
through auditor-client negotiation and may influence how subsequent decisions between the two
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a. Audit firms should plan an audit to be responsive to the level of business risk of their clients.
The auditing standards in Japan (which are similar to the ISAs) suggest that the response to
increased client business risk should be increased audit effort. The purpose of this study is to