Discuss two errors in attributions. (22)

Discuss (22) – A considered and balanced review, including a range of arguments, factors or hypothesis. Opinions and conclusions presented clearly supported by appropriate evidence.

*There are more than two errors in attribution here, choose two you are most confident with.



Attribution

Actor-observer effect

Two factors of attributions

Errors in attributions

Fundamental Attribution Error

Lee et al. – Audience and Game show experiment (FAE)
[A] Demonstrate the Fundamental Attributional Error (FAE).
[P]
  • Subjects were split into groups of hosts, audiences and contestants, randomly.
  • Hosts were asked to design there own questions.
  • Audiences watched the show.
  • After the game show the audience were asked to rank the intelligence of people taken part.
[F]
  • Audience consistently rated the hosts smarter.
[C]
  • They failed to attribute the role to the person’s situation (random assignation of role).
  • Instead attributed the person’s performance to dispositional factors.
[E]
  • Only student participants were used.
  • University students spend their days listening to professors – authority figures who ask questions and give answers and is a learned response rather than attribution error.


Jones and Harris – Castro Essays evaluation (FAE)
[A] Demonstrate the Fundamental Attributional Error (FAE).
[P]
  • Participants were university students.
  • Subjects read pro and anti Fidel Castro (the Cuban revolutionary) essays.
  • Subjects were asked to rate the “Pro Castro” attitudes of the writer on the scale of 10 to 70.
[F]
  • When subject believed that the writers had free choice of their position, they rated writers with who spoke in favor of Castro as having a more positive attitude towards Castro.
  • When subject were told that the writers determined their position with a coin toss, they still rated writers who spoke in favor of Castro as having a more positive attitude.
[C]
  • This proves that although behaviour was severely constrained by situation, observers still opted for internal attribution.


Self Fulfilling Prophecy

Leon Festinger – When Prophecy Fails (Self Fulfilling Prophecy)
[A] Investigate the existence of Self Fulfilling Prophecy.
[P]
  • Experimenters found a group of superstitious people in Chicago believing that the world would end on December 21st.
  • They became part of the group to observe their behaviour when the world didn’t actually come to an end.
  • Experimenters needed to be part of the group because the group isolated themselves from all non-believers.
[F]
  • The group of people explained to themselves that God did not destroy the world because of their prayers.
  • Caused cognitive dissonance (discomfort caused by conflicting cognitions i.e. ideas, beliefs).
  • This is to protect there own group self esteem.
[C]
  • Self Fulfilling Prophecy was apparent as the believers made up a reason when their believe did not come true.
[E]
  • Ecological validity: High, naturalistic observation.
  • Culture bias: only one superstitious group were studied locally.


Illusory Correlation

Snyder and Swann – Introverts and Extroverts (Illusory Correlation)
[A] Testing stereotype.
[P]
  • Told female students that they would either meet someone that was either introvert or extrovert.
  • They were then asked to prepare a set of questions for the person they were going to meet.
[F]
  • Participants that thought they were meeting an introvert asked questions like "What do you dislike about parties?" or "Are there times you wish you could be more outgoing?"
  • Participants that thought they were meeting an extrovert asked questions like "What do you do to liven up a party?"
[C]
  • Questions asked displayed the participants' stereotypes towards either personality.
  • Revealed the formation of stereotyping – Illusory Correlation.


Modesty Bias & Self Serving Bias

Greenberg et al.

Kashima and Triandis – Self Serving Bias and Modesty Bias study
[A] Cultural factors affecting attribution (Self Serving Bias and Modesty Bias).
[P]
  • Participants were students from Japan and America.
  • They were given pictures of unfamiliar countries and were asked to remember details.
  • Participants then performed a recall of the details.
[F]
  • American students tend to attribute success to dispositional factors more. (Self serving bias).
  • Japanese students tent to attribute failure to dispositional factors more (Modesty bias).
[C]
  • Biases in attribution can be affected by our cultural background.
[E]
  • Ecological validity: High, naturalistic observation.
  • Culture bias: only one superstitious group were studied locally.