Hostile Attribution Bias Questionnaire
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A Task-Based Taxonomy of Cognitive Biases for Information Visualization
A Task-based Taxonomy of Cognitive Biases for Information Visualization Evanthia Dimara, Steven Franconeri, Catherine Plaisant, Anastasia Bezerianos, and Pierre Dragicevic Three kinds of limitations The Computer The Display 2 Three kinds of limitations The Computer The Display The Human 3 Three kinds of limitations: humans • Human vision ️ has limitations • Human reasoning 易 has limitations The Human 4 ️Perceptual bias Magnitude estimation 5 ️Perceptual bias Magnitude estimation Color perception 6 易 Cognitive bias Behaviors when humans consistently behave irrationally Pohl’s criteria distilled: • Are predictable and consistent • People are unaware they’re doing them • Are not misunderstandings 7 Ambiguity effect, Anchoring or focalism, Anthropocentric thinking, Anthropomorphism or personification, Attentional bias, Attribute substitution, Automation bias, Availability heuristic, Availability cascade, Backfire effect, Bandwagon effect, Base rate fallacy or Base rate neglect, Belief bias, Ben Franklin effect, Berkson's paradox, Bias blind spot, Choice-supportive bias, Clustering illusion, Compassion fade, Confirmation bias, Congruence bias, Conjunction fallacy, Conservatism (belief revision), Continued influence effect, Contrast effect, Courtesy bias, Curse of knowledge, Declinism, Decoy effect, Default effect, Denomination effect, Disposition effect, Distinction bias, Dread aversion, Dunning–Kruger effect, Duration neglect, Empathy gap, End-of-history illusion, Endowment effect, Exaggerated expectation, Experimenter's or expectation bias, -
Attribution of Intentions and Context Processing in Psychometric Schizotypy
Cognitive Neuropsychiatry ISSN: 1354-6805 (Print) 1464-0619 (Online) Journal homepage: http://www.tandfonline.com/loi/pcnp20 Attribution of intentions and context processing in psychometric schizotypy Romina Rinaldi, Laurent Lefebvre, Wivine Blekic, Frank Laroi & Julien Laloyaux To cite this article: Romina Rinaldi, Laurent Lefebvre, Wivine Blekic, Frank Laroi & Julien Laloyaux (2018) Attribution of intentions and context processing in psychometric schizotypy, Cognitive Neuropsychiatry, 23:6, 364-376, DOI: 10.1080/13546805.2018.1528972 To link to this article: https://doi.org/10.1080/13546805.2018.1528972 Published online: 06 Oct 2018. Submit your article to this journal Article views: 33 View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=pcnp20 COGNITIVE NEUROPSYCHIATRY 2018, VOL. 23, NO. 6, 364–376 https://doi.org/10.1080/13546805.2018.1528972 Attribution of intentions and context processing in psychometric schizotypy Romina Rinaldia,b, Laurent Lefebvreb, Wivine Blekicb, Frank Laroic,d,e and Julien Laloyauxc,d,e aGrand Hôpital de Charleroi, Hôpital Notre-Dame, Charleroi, Belgium; bCognitive psychology and Neuropsychology Department, University of Mons, Mons, Belgium; cDepartment of Biological and Medical Psychology, University of Bergen, Bergen, Norway; dNORMENT – Norwegian Center of Excellence for Mental Disorders Research, University of Oslo, Oslo, Norway; ePsychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium ABSTRACT ARTICLE HISTORY Introduction: Impairment in Theory of mind (TOM) has frequently Received 26 January 2018 been associated with schizophrenia and with schizotypy. Studies Accepted 15 September 2018 have found that a tendency to over-attribute intentions and KEYWORDS special meaning to events and to people is related to positive Psychotic symptoms; theory psychotic symptoms. -
Cognitive Biases in Economic Decisions – Three Essays on the Impact of Debiasing
TECHNISCHE UNIVERSITÄT MÜNCHEN Lehrstuhl für Betriebswirtschaftslehre – Strategie und Organisation Univ.-Prof. Dr. Isabell M. Welpe Cognitive biases in economic decisions – three essays on the impact of debiasing Christoph Martin Gerald Döbrich Abdruck der von der Fakultät für Wirtschaftswissenschaften der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Wirtschaftswissenschaften (Dr. rer. pol.) genehmigten Dissertation. Vorsitzender: Univ.-Prof. Dr. Gunther Friedl Prüfer der Dissertation: 1. Univ.-Prof. Dr. Isabell M. Welpe 2. Univ.-Prof. Dr. Dr. Holger Patzelt Die Dissertation wurde am 28.11.2012 bei der Technischen Universität München eingereicht und durch die Fakultät für Wirtschaftswissenschaften am 15.12.2012 angenommen. Acknowledgments II Acknowledgments Numerous people have contributed to the development and successful completion of this dissertation. First of all, I would like to thank my supervisor Prof. Dr. Isabell M. Welpe for her continuous support, all the constructive discussions, and her enthusiasm concerning my dissertation project. Her challenging questions and new ideas always helped me to improve my work. My sincere thanks also go to Prof. Dr. Matthias Spörrle for his continuous support of my work and his valuable feedback for the articles building this dissertation. Moreover, I am grateful to Prof. Dr. Dr. Holger Patzelt for acting as the second advisor for this thesis and Professor Dr. Gunther Friedl for leading the examination board. This dissertation would not have been possible without the financial support of the Elite Network of Bavaria. I am very thankful for the financial support over two years which allowed me to pursue my studies in a focused and efficient manner. Many colleagues at the Chair for Strategy and Organization of Technische Universität München have supported me during the completion of this thesis. -
Memory, Attention, and Choice
Memory, Attention, and Choice Pedro Bordalo, Nicola Gennaioli, Andrei Shleifer1 Revised May 7, 2019 (original version 2015) Abstract. Building on the textbook description of associative memory (Kahana 2012), we present a model of choice in which options cue recall of similar past experiences. Recall shapes valuation and choice in two ways. First, recalled experiences form a norm, which serves as an initial anchor for valuation. Second, salient quality and price surprises relative to the norm lead to large adjustments in valuation. The model provides a unified account of many well documented choice puzzles including experience effects, projection and attribution biases, background contrast effects, and context- dependent willingness to pay. The results suggest that well-established psychological processes – memory-based norms and attention to surprising features – are key to understanding decision-making. 1 The authors are from University of Oxford, Universita Bocconi, and Harvard University, respectively. We are grateful to Dan Benjamin, Paulo Costa, Ben Enke, Matt Gentzkow, Sam Gershman, Thomas Graeber, Michael Kahana, Spencer Kwon, George Loewenstein, Sendhil Mullainathan, Josh Schwartzstein, Jesse Shapiro, Jann Spiess, Linh To, and Pierre- Luc Vautrey for valuable comments. Shleifer thanks the Sloan Foundation and the Pershing Square Venture Fund for Research on the Foundations of Human Behavior for financial support. 1 1. Introduction Memory appears to play a central role in even the simplest choices. Consider a thirsty traveler thinking of whether to look for a shop to buy a bottle of water at the airport. He automatically retrieves from memory similar past experiences, including the pleasure of quenching his thirst and the prices he paid before, and decides based on these recollections. -
Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children?
Journal of Abnormal Child Psychology https://doi.org/10.1007/s10802-018-0499-2 Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children? Anouk van Dijk1 & Sander Thomaes1 & Astrid M. G. Poorthuis1 & Bram Orobio de Castro1 # The Author(s) 2018 Abstract Two experiments tested an intervention approach to reduce young children’s hostile attribution bias and aggression: self-persua- sion. Children with high levels of hostile attribution bias recorded a video-message advocating to peers why story characters who caused a negative outcome may have had nonhostile intentions (self-persuasion condition), or they simply described the stories (control condition). Before and after the manipulation, hostile attribution bias was assessed using vignettes of ambiguous provocations. Study 1 (n =83,age4–8) showed that self-persuasion reduced children’s hostile attribution bias. Study 2 (n = 121, age 6–9) replicated this finding, and further showed that self-persuasion was equally effective at reducing hostile attribution bias as was persuasion by others (i.e., listening to an experimenter advocating for nonhostile intentions). Effects on aggressive behavior, however, were small and only significant for one out of four effects tested. This research provides the first evidence that self-persuasion may be an effective approach to reduce hostile attribution bias in young children. Keywords Hostile attribution bias . Self-persuasion . Aggression . Intervention . Experiments Children’s daily social interactions abound with provocations by Dodge 1994). The present research tests an intervention approach peers, such as when they are physically hurt, laughed at, or ex- to reduce hostile attribution bias in young children. cluded from play. The exact reasons behind these provocations, Most interventions that effectively reduce children’s hostile and especially the issue of whether hostile intent was involved, attribution bias rely on attribution retraining techniques (e.g., are often unclear. -
The Effect of Trait Anxiety on the Fundamental Attribution Error" (2013)
Union College Union | Digital Works Honors Theses Student Work 6-2013 The ffecE t of Trait Anxiety on the Fundamental Attribution Error Eliot Tear Union College - Schenectady, NY Follow this and additional works at: https://digitalworks.union.edu/theses Part of the Psychiatry and Psychology Commons Recommended Citation Tear, Eliot, "The Effect of Trait Anxiety on the Fundamental Attribution Error" (2013). Honors Theses. 744. https://digitalworks.union.edu/theses/744 This Open Access is brought to you for free and open access by the Student Work at Union | Digital Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Union | Digital Works. For more information, please contact [email protected]. Running Head: TRAIT ANXIETY AND THE FAE The Effect of Trait Anxiety on the Fundamental Attribution Error By Eliot Tear * * * * * * * * * Submitted in partial fulfillment of the requirements for Honors in the Department of Psychology UNION COLLEGE June, 2013 Trait Anxiety and the FAE 2 Abstract Previous research has been conducted that suggests that those who have trait anxiety have lower working memory capacity. Lower working memory capacity has also been shown to increase the likelihood that one commits cognitive heuristics. In the current research, we examined the relationship between one’s level of trait anxiety and their chances of committing the fundamental attribution error (FAE). In the experiment participants were randomly selected into one of four different conditions. Then participants completed the Spielberger trait anxiety scale which was used to separate participants into low and high trait anxiety groups. In each condition participants read an essay about a course policy change and answered questions about the essay and the author to test whether or not they committed the FAE. -
Meta‐Bias: a Practical Theory of Motivated Thinking for Educators Hunter Gehlbach [email protected]
Running Head: META BIAS IN EDUCATION Meta‐bias: A practical theory of motivated thinking for educators Hunter Gehlbach [email protected] Christine Calderon Vriesema [email protected] Gevirtz Graduate School of Education #3113, University of California, Santa Barbara, Santa Barbara CA 93106-9490 Keywords: bias, motivated cognition, person perception, self, social perspective taking Acknowledgements This research was made possible in part by generous funding from the Robertson Foundation. Abstract As global challenges increasingly require cross‐cultural solutions, the need to train the current generation of students to more accurately discern the thoughts, feelings, and motivations of others escalates in importance. One approach to improving social perspective taking entails teaching students when and how bias impedes their efforts to “read” others. To facilitate this educational goal, we propose a theory of meta‐biases that unifies and distills the biases that frequently derail perspective taking attempts. Specifically, we argue that people primarily strive to be accurate in their attempts to read others. However, two competing motives often derail this core goal: a desire for cognitive efficiency and a need to protect and/or promote one’s sense of self. We organize a sample of person‐perception biases into these two “meta‐biases” for illustrative purposes. We hope the proposed theory helps educators more easily redress faulty attributions and seize teachable moments with their students. 1 Running Head: META BIAS IN EDUCATION Meta‐bias: A practical theory of motivated thinking for educators As the world becomes more global, people’s need to accurately read each other’s thoughts, feelings, and motivations increases in urgency. -
Thinking and Reasoning
Thinking and Reasoning Thinking and Reasoning ■ An introduction to the psychology of reason, judgment and decision making Ken Manktelow First published 2012 British Library Cataloguing in Publication by Psychology Press Data 27 Church Road, Hove, East Sussex BN3 2FA A catalogue record for this book is available from the British Library Simultaneously published in the USA and Canada Library of Congress Cataloging in Publication by Psychology Press Data 711 Third Avenue, New York, NY 10017 Manktelow, K. I., 1952– Thinking and reasoning : an introduction [www.psypress.com] to the psychology of reason, Psychology Press is an imprint of the Taylor & judgment and decision making / Ken Francis Group, an informa business Manktelow. p. cm. © 2012 Psychology Press Includes bibliographical references and Typeset in Century Old Style and Futura by index. Refi neCatch Ltd, Bungay, Suffolk 1. Reasoning (Psychology) Cover design by Andrew Ward 2. Thought and thinking. 3. Cognition. 4. Decision making. All rights reserved. No part of this book may I. Title. be reprinted or reproduced or utilised in any BF442.M354 2012 form or by any electronic, mechanical, or 153.4'2--dc23 other means, now known or hereafter invented, including photocopying and 2011031284 recording, or in any information storage or retrieval system, without permission in writing ISBN: 978-1-84169-740-6 (hbk) from the publishers. ISBN: 978-1-84169-741-3 (pbk) Trademark notice : Product or corporate ISBN: 978-0-203-11546-6 (ebk) names may be trademarks or registered trademarks, and are used -
Nawj Psych Terms
NAWJ Terms List 1 Psychological terms useful in understanding mechanisms allowing unconscious bias Accentuation Effect: Overestimation of similarities among people within a group and dissimilarities between people from different groups Accentuation principle: States that categorization accentuates perceived similarities within and differences between groups on dimensions that people believe are correlated with the category. The effect is amplified where the categorization/dimension has subjective importance, relevance or value Actor-Observer effect: Tendency to attribute our own behaviors externally and others’ behaviors internally Agentic mode: State of mind thought by Milgram to characterize unquestioning obedience, in which people transfer personal responsibility to the person giving orders Anchoring and adjustment : A cognitive short-cut in which inferences are tied to initial standards or schemas Attitude: A relatively enduring organization of beliefs, feelings and behavioral tendencies towards socially significant objects, groups, events or symbols. Attitude change can occur by inducing someone to perform an act that runs counter to an existing attitude. Attribution : The process of assigning a cause to behaviors and events Availability bias: A cognitive shortcut in which the frequency or likelihood of an event is based on how quickly instances or associations come to mind Bias blind spot: tendency to perceive cognitive and motivational biases much more in others than in oneself Cognition: The knowledge, beliefs, thoughts, and ideas -
The Development of Hostile Cognitive Schemas and Adult Aggressive Tendencies
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2016 The evelopmeD nt Of Hostile Cognitive Schemas And Adult Aggressive Tendencies Kristin Elisabeth Matson Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Matson, Kristin Elisabeth, "The eD velopment Of Hostile Cognitive Schemas And Adult Aggressive Tendencies" (2016). Theses and Dissertations. 2044. https://commons.und.edu/theses/2044 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. THE DEVELOPMENT OF HOSTILE COGNITIVE SCHEMAS AND ADULT AGGRESSIVE TENDENCIES by Kristin Elisabeth Matson Bachelor of Arts, St. Olaf College, 2008 Master of Science, Minnesota State University, Mankato, 2011 A Dissertation Submitted to the Graduate Faculty of the University of North Dakota in Partial fulfillment of the reQuirements for the degree of Doctor of Philosophy Grand Forks, North DaKota August 2016 This dissertation, submitted by Kristin Elisabeth Matson, in partial fulfillment of the reQuirements for the Degree of Doctor of PhilosoPhy from the University of North DaKota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved. ii PERMISSION Title The DeveloPment of Hostile Cognitive Schemas and Adult Aggressive Tendencies DePartment Psychology Degree Doctor of Philosophy In Presenting this dissertation in Partial fulfillment of the reQuirements for a graduate degree from the University of North DaKota, I agree that the library of this University shall maKe it freely available for insPection. -
Why Do Humans Reason? Arguments for an Argumentative Theory
University of Pennsylvania ScholarlyCommons Goldstone Research Unit Philosophy, Politics and Economics 4-2011 Why Do Humans Reason? Arguments for an Argumentative Theory Hugo Mercier University of Pennsylvania, [email protected] Dan Sperber Follow this and additional works at: https://repository.upenn.edu/goldstone Part of the Epistemology Commons, and the Psychology Commons Recommended Citation Mercier, H., & Sperber, D. (2011). Why Do Humans Reason? Arguments for an Argumentative Theory. Behavioral and Brain Sciences, 34 (2), 57-74. http://dx.doi.org/10.1017/S0140525X10000968 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/goldstone/15 For more information, please contact [email protected]. Why Do Humans Reason? Arguments for an Argumentative Theory Abstract Reasoning is generally seen as a means to improve knowledge and make better decisions. However, much evidence shows that reasoning often leads to epistemic distortions and poor decisions. This suggests that the function of reasoning should be rethought. Our hypothesis is that the function of reasoning is argumentative. It is to devise and evaluate arguments intended to persuade. Reasoning so conceived is adaptive given the exceptional dependence of humans on communication and their vulnerability to misinformation. A wide range of evidence in the psychology of reasoning and decision making can be reinterpreted and better explained in the light of this hypothesis. Poor performance in standard reasoning tasks is explained by the lack of argumentative context. When the same problems are placed in a proper argumentative setting, people turn out to be skilled arguers. Skilled arguers, however, are not after the truth but after arguments supporting their views. -
Cognitive Biases Executive Briefing
Na#onal Center for ProfessionalProfessional & R eseaResearchrch & Ethics Ethics Professional Research & Ethics Executive Briefing UNDERSTANDING AND NAVIGATING COGNITIVE BIASES There is all too often a reluctance to learn from the experiences of others; we tend to assume that our own particular challenges are unique. Our surveys and discussions with others using the Academic Unit Diagnostic Tool (AUDiT) emphasize the opposite: troubled units encounter similar difficulties. If you have used this tool to assess your own department and found more cells in the yellow and red columns than you would like, the next step is to consider points of potential intervention and reform… A task easier said than done. Unit members may be reluctant to engage with any process of change if they don't believe there are problems in the first place. One of the major barriers can be an unrecognized one: cognitive biases. What are Cognitive Biases? Cognitive biases are errors in thinking that are Cognitive biases affect people of all races, identity found throughout human interactions. They can positions, and cultures. They affect people with drive us to assume the best in ourselves, and the bad intentions and good ones, and while they are worst in others; to retain information that rein- especially pernicious when people are tired or forces our existing beliefs, and discount or ignore distracted, they come into play even when they information that does not; to judge ourselves by are not. It takes hard work and dedication to our intent, and others only by their actions. Their forming good habits to guard against their effects, effects are so quick, often we do not even realize and if you are committed to overcoming them, anything has happened.