Week 8 - Attributions Flashcards
Summarize and evaluate the classic theories of attribution by Heider, Jones & Davis, Kelley, and Weiner.
Heider proposed the Attribution Theory, suggesting people attribute behavior to either internal (dispositional) or external (situational) factors. For example, if someone is consistently late, we might attribute it to their laziness (internal) or heavy traffic (external).
Jones & Davis introduced Correspondent Inference Theory, emphasizing how observers infer dispositional causes based on the behavior’s choice, unexpectedness, and social desirability. A study by Jones & Harris (1967) showed that participants inferred the true attitudes of speakers even when they were forced to take a certain stance.
Kelley’s Covariation Model suggests people use consensus, distinctiveness, and consistency information to attribute behavior. For instance, if a student consistently performs poorly in all subjects, we might attribute it to their lack of ability (low distinctiveness).
Weiner’s Attribution Theory extends Heider’s model, adding dimensions of locus (internal/external), stability, and controllability. An example could be attributing a colleague’s promotion to their hard work (internal), which is stable over time.
Evaluate the claim that people act like “naïve psychologists” or “everyday scientists” when making attributions.
People often engage in systematic and logical processes akin to scientific inquiry when explaining behavior. For example, in a study by Gilbert et al. (1988), participants were found to make inferences about a person’s attitude based on their behavior.
They observe, analyze, and infer causes based on available information, resembling the methods of psychologists. In a real-world scenario, individuals might infer a friend’s mood based on their facial expressions, tone of voice, and context.
However, this process is not always accurate or rational, influenced by biases and limitations. In a study by Ross et al. (1977), participants were found to attribute a quizmaster’s intelligence based on the difficulty of questions asked, despite being informed about question pre-selection.
Explain some common attribution errors/biases, and some reasons for why these may occur.
Answer:
Fundamental Attribution Error: Overemphasizing dispositional factors and underestimating situational influences. For instance, attributing a driver’s aggressive behavior to their personality rather than considering traffic congestion.
Self-Serving Bias: Attributing success to internal factors and failure to external factors to protect self-esteem. In a study by Miller & Ross (1975), participants attributed their successes to internal factors and failures to external factors.
Just World Hypothesis: Belief that the world is fair, leading to blaming victims for their misfortunes. For example, victim-blaming in cases of sexual assault or poverty.
Reasons for biases include cognitive shortcuts, social norms, and motivational factors. For instance, the need to maintain a positive self-image drives self-serving biases.
Describe how attribution patterns might differ between individuals and across cultures.
Individualistic cultures may emphasize dispositional attributions, focusing on personal achievement and autonomy. For example, in Western cultures, success might be attributed to individual effort and talent.
Collectivistic cultures may prioritize situational attributions, considering social harmony and interdependence. In Eastern cultures, success might be attributed to family support or luck.
Eastern cultures tend to incorporate holistic views, blending dispositional and situational factors, while Western cultures lean towards individualistic explanations. This difference can be observed in attributions for academic success or failure.
Outline some of the consequences that different types of attributions can have.
Attribution of success/failure affects self-esteem, motivation, and future behavior. For example, attributing a promotion to one’s abilities may enhance self-esteem and motivate further effort.
Attributing negative events to internal factors can lead to learned helplessness and depression. In a study by Abramson et al. (1978), participants who attributed negative events to internal, stable, and global causes were more prone to depression.
Social judgments, such as praise or blame, can influence relationships and social dynamics. For instance, attributing a friend’s success to luck rather than effort may lead to resentment.
Outline some of the key dimensions that attribution theories have suggested people use to make causal inferences.
Locus of Control: Internal (dispositional) vs. External (situational). For example, attributing academic success to intelligence (internal) or easy exams (external).
Stability: Whether the cause of behavior is perceived as enduring or temporary. For instance, attributing a colleague’s tardiness to laziness (stable) or temporary circumstances (unstable).
Controllability: Whether the cause is within the individual’s control. In a work context, attributing a missed deadline to procrastination (controllable) or technical issues (uncontrollable).
Consensus: Whether others behave similarly in the same situation. For example, attributing a group’s laughter to a funny joke (high consensus) or personal humor (low consensus).
Distinctiveness: Whether the behavior is unique to a particular situation. For instance, attributing a friend’s lateness to their general tardiness (low distinctiveness) or traffic congestion (high distinctiveness).
Consistency: Whether the behavior is consistent across time and situations. For example, attributing a colleague’s punctuality to their reliability (high consistency) or external factors (low consistency).
