Attribution Theorists And Biased Judgements

Attribution Theorists And Biased Judgements Social psychologists have studied attribution theories for several decades, and their research has produced many interesting insights. The process of assigning a cause to ones own behaviour, or that of others can be defined as attribution (Hogg, 2005). Considering that attribution is complex, many theories have been constructed to demonstrate its performance. This essay will examine the evidence that biased laypersons judgements of others are inevitable by, first of all, focusing on explaining three classic theories of attribution, then paying particular attention to biases in attribution in order to fully answer the question under investigation. Attribution theory is concerned with how individuals make sense of their environment and how this affects their cognition and behavior (x). There exist three classic views on attribution that continue to be especially influential. The first of these classic theories is Fritz Heiders (1958) theory of naive psychology where the layperson is viewed as a naive scientist who links observable behaviour to unobservable causes. Also Heider made a significant distinction between internal (dispositional) and external (situational) attributions. It was also underlined that individuals look for causes of others behaviours in order to find out their motives and give some sense of control in their lives (Hewstone, 1990). Related to Heiders theory is Jones and Davis (1965) theory of correspondent inference which is concerned with how people use information about others behaviour and its effects in order to find out their underlying dispositions and personality traits. Of particular interest is beha viour that is freely chosen, produces non-common effects (effects produced by a particular cause that could not be produced by any other apparent cause), and is low in social desirability. The last and the best known theory of attribution is Kelleys (1967) covariation model where Kelley believes that people act like scientists when they try to discover the causes of behaviour. People are interested whether others behaviour stems from internal (motives, traits) or external (social, physical world) causes, or both of them at the same time. In order to answer this question, individuals focus on three types of information that can be defined as consistence, distinctiveness and consensus (Baron, Branscombe, Byrne, 2006). Heider (1958), Davis and Jones (1965) together with Kelley (1967) have acknowledged that attribution is subject to many potential sources of bias. It has been noted that a bias occurs if the social perceiver systematically distorts (overestimates or underestimates) a procedure that is known to be correct (Fiske and Taylor, 1984). People constantly use cognitive shortcuts that are called heuristics in order to make attributions. Apart from being not always objectively correct, biases in attribution are entirely satisfactory and adaptive characteristics of everyday social perception (Ross, 1977). In terms of studying how people interpret their social worlds, social psychologists have identified 3 general biases that often affect peoples attributions and explanations. One of the most important of these biases is the fundamental attribution error, that is the tendency to explain others actions as stemming from dispositional causes even when situational causes are at present. Social psychologists have conducted numerous studies to find out the reasons that determine the occurrence of these biases (Robins et al, 1996), though the issue is still to some extent uncertain. One possibility is that when people observe another persons behaviour, they tend to focus on his or her actions and the situational behaviour tends to fade away in the background. Another explanation is that people notice such situational causes but give them insufficient weight in their attributions. An experiment conducted by Amabile, Ross and Steinmetz (2000) illustrates fundamental attribution error. In this experiment they set up a quiz show design in which they randomly assigned participants to one of two roles. First was a questioner whose task it was to prepare difficult questions for a contestant, and second was a contestant whose task it was to answer the questions prepared by the questioner. An observer watched the quiz show and then estimated the questioners and the contestants general knowledge. They found that observers thought that the questioners were far more knowledgeable than the contestants. However, everyone was assigned to conditions randomly, so it was highly unlikely that one group was more clever than the other. The most interesting thing is that observers did know that participants were randomly assigned to their roles, yet they failed to consider the impact of that knowledge in making their judgement. Fundamental attribution error is not limited only to quiz shows, its implications are far more encompassing. For example, peoples common reaction to convicted criminals are that they are terrible human beings and that is why they committed a crime. However, there can be many factors other than personal characteristics that explain why a person commits a crime. These include lack of job opportunities, the lack of positive role models in the family and neighborhood, growing up in a dysfunctional family and many others (Aronson, 2003). In addition to this, Nisbett and Ross (1980) argued that the english language allows easy description of action and actor in the same terms but it gets more complicated when using the same terms in order to describe the situation. For example, it is possible to talk about honest and generous person or honest and generous action but not a honest and generous situation. This demonstrates that linguistic factors have an important role in making attributions. People are certainly unaware of this phenomena beca use this is the way they have been taught from childhood and is something that happens without conscious thought. An equally common bias in social judgement is the actor-observer effect, in other words, the self-other effect that is really an extension of the fundamental attribution error. The actor-observer effect refers to the tendency for people to attribute others behaviour to dispositional factors and their own behaviour to situational factors (Jones Nisbett, 1972). For example, in general, students tend to explain their poor performance in exams in terms of the difficulty of the test items whereas they tend to explain others poor performance in terms of their ability and personality. There exist several explanations for actor-observer effect. Firstly, according to Jones et al (1972), the informational factors are very important as the actors have access to a much wider range of information about the factors leading to their own actions. For example, behaviour that can be expressed in a party. Secondly, actors and observers have different perspectives. The actors attention is usually focus ed on the environment. On the other hand, the observers attention is usually focused on the actor and his or her behaviour rather than the background, which is why the observer may be unaware of why the actor behaved like this. Evidence for this explanation comes from Storms (1972) experiment where he had two subjects engaged in a conversation while two observers watched it, and were instructed to monitor the behaviours of one or the other actors. Results showed that the actors were more likely to explain their behaviour in terms of the situation and the observers in terms of personality dispositions. However, this was not the only thing they found. Storm (1972) also demonstrated that when the participants were shown a video tape of their conversation from the same angle as they saw it, actor-observer bias had occurred. On the contrary, when the video tape was shown from the reverse angle, the actors saw themselves from the observers point of view and tended to attribute their behav iour in terms of dispositional factors. This is a clear example of how biases are inevitable in everyday life. In order to avoid biases, one has to see others point of view but that is not an easy task to accomplish. One more bias can be identified in relation to attributions for success and failure. The self-serving bias refers to a tendency for people to attribute internally and take credit for their successes, the self-enhancing bias, or attribute externally and deny the responsibility for their failures, the self-protecting bias. For instance, gamblers perceive their successes as based on their skill and their failures as unlucky chances (Gilovich, 1983). Kingdom (1967) provided an example of self-serving bias from the political world. He interviewed American politicians five months after the general election and asked them to describe the factors that led to their victories or defeats. Results indicated that the politicians tended to attribute successes to internal factors such as hard work, personality and reputation. On the other hand, they tended to attribute their failures to external factors, for example, lack of money, the familiar name of their opponent and state trends. It is importa nt to understand the reasons why people engage in biases. Miller and Ross (1979) suggested that the self-enhancing bias could be explained in relation to the cognition model. People in general expect to succeed rather than fail and, therefore, are more likely to make self-attributions for expected than unexpected outcomes. For example, couples estimate their contribution to housework differently. Individuals are more likely to keep track of every job they do at home such as dusting or washing the dishes but when it comes to estimating the partners contribution, not all of their work is successfully remembered. This effect could be due to differential attention and memory (Aronson, 2003). However, the cognitive perspective alone cannot explain all the examples of self-serving biases. Another explanation for self-serving biases is that people are motivated to engage themselves in attributions in order to protect their self-esteem (Greenberg, 1982). It is evident from the experiments o f Weary (1999) that self-serving bias increases when the person is highly involved in that particular behaviour and when other people are watching. Self-serving bias occurs when an individuals self is threatened or when that individual has an opportunity to achieve and maintain a positive image of the self. To conclude, people do make judgements very quickly based on minimal information. As it has been demonstrated above, the reasons humans make biases seem varied and complex and different research reflects this (Storm, 1972; Ross et al, 1979; Kingdom, 1967; Amabile et al, 2000; Jones et al, 1972). Every day people try to justify themselves and their behaviour with the help of biases such as fundamental attribution error, actor-observer effect and self-serving bias. By using heuristics, individuals interpret and distort the meaning of their actions and the world around them, and make attributions that are very adaptive but not always correct. The situations people find themselves in, the cues they face and frustrations they may experience, also all appear to have the ability to inflame an aggressive response. Attribution is an important part of human existence and, although much has been achieved to aid the understanding of this behaviour, it is for now still reasonable to conclude that attribution is indeed an inevitable and inescapable part of our lives.

Why advertising is an ethical problem Essay -- essays research papers

Why is advertising an ethical problem? †¢ If it is, it is because it is often intrusive, deceptive, or manipulative -- or, at least, this is what people say about it. †¢ Another problem is the money and resources devoted to advertising; billions are spent each year (around $500 billion in fact) that, perhaps, could go to education, health care, research, reforestation, or other worthy causes. We'll come back to this, but first we look at the problem of deception. †¢ Could argue that it distorts our whole economy; it is not merely that we are bombarded by it all the time, but may even impede certain important functions such as free debate. What gets published in newspapers and journals often becomes a function of what advertisers are willing to support. Advertising also has an indirect but powerful impact on society through its influence on media. Many publications and broadcasting operations depend on advertising revenue for survival. This often is true of religious media as well as commercial media. For their part, advertisers naturally seek to reach audiences; and the media, striving to deliver audiences to advertisers, must shape their content so to attract audiences of the size and demographic composition sought. This economic dependency of media and the power it confers upon advertisers carries with it serious responsibilities for both. PROS†¦. a) Economic Benefits of Advertising 5. Advertising can play an important role in the process by which an economic system guided by moral norms and responsive to the common good contributes to human development. Advertising does this, among other ways, by informing people about the availability of rationally desirable new products and services and improvements in existing ones, helping them to make informed, prudent consumer decisions, contributing to efficiency and the lowering of prices, and stimulating economic progress through the expansion of business and trade. b) Benefits of Political Advertising Political advertising can make a contribution to democracy analogous to its contribution to economic well being in a market system guided by moral norms. So political advertising can make its contribution by informing people about the ideas and policy proposals of parties and candidates, including new candidates not previously kn... ...lve the use of subliminal messages Apply normative principles Business people could be introduced to different systems of ethical analysis., for example, refers to four normative first principles that he believes should be taught: i. The Utilitarian Principle: Act in a way that results in the greatest good for the greatest number. ii. Kant's Categorical Imperative: Act in such a way that the action taken under the circumstances could be a universal law or rule of behavior. iii. Personal Justice: Act so the least advantaged members of society will be benefited to some extent. iv. Personal Liberty: Act so the ability of other members of society to lead lives of self-fulfillment and self-development will be maximized Good ethics is Good business While this appears an admirable sentiment which would ensure ethical conduct, some writers take a far more cynical view, and argue that some corporations may be more concerned with public relations than action; "they want to appear good, not be good". On the other hand, this option does seem the most likely to lead to ethical behavior, even if the hypothesized links between profitability and ethical behavior are suspect.

A Letter from Buddha to his Disciple

You have asked of me for help in how to heal your father of his sickness. I appreciate that your father is a good and righteous man and you are blessed to have had a good man for a father. But I cannot take away his pain. That is something that no one can really do for if there is anything that is constant in every person's life, it is suffering. Life is suffering. That is one of the noble truths. Learn this and it can just be the very thing that would bring you, your family, and even your father enlightenment.Also remember that sorcery and miracles promised by magicians will do you no good for it is against the Laws of Karma and can only bring harm. I have seen the suffering and ugliness caused by disease and the sadness caused by man's mortality. (Moore-Brooder, 2005, p. 499) Truly if one would compare the life I led with my family one would say I am truly favored by the gods. When I was young I lived a life full of pleasures and worldly vices. But it can be a paradox on how one's blessings are defined by pain and suffering.It was only after bearing witness to the many instances and forms of suffering, that I sought fulfillment of my existence and ultimately, enlightenment. Man's life is incomplete without pain. Even from the time of birth both mother and child experience pain. But once one has transcended pain, he becomes a new man and thus, reborn. I give you my story of the mother Gotami-tissa whose son succumbed to disease. (Morgan, 1956, p. 23) She went from door to door seeking a miracle that would bring back her son's life continually being told that such a thing was impossible.She came to me for help, wringing her hands and prostrating herself so that I may bring her son back to life. I asked her for mustard seeds. Not just any ordinary mustard seed, but she must collect seeds that came from homes that remained untouched by grief and death. Later on she came back to me and confessed that she was unable to get any seed for all the homes she visited hav e experienced death. Death is not a circumstance special to just one person. It is unavoidable and constant. By understanding this, she was cured of her grief and has been able to continue living as a new woman.In my teachings I have continually mentioned man's mortality, his impermanence. Nothing on earth is permanent other than death. Its stealth is legendary and one never really knows when it will come. I urge you my son, to practice dharma in order that your life may be fulfilled and protected from bad karma. For if you do no wrong, why should there be consequences? Today we see many people doing everything within their power to attain their ambition. Some may perhaps reason out â€Å"it is not so wrong† but truly, if one would like to live on the side of right, one has to choose definitely between right or wrong without compromise.Live in freedom and self-mastery to fully enjoy the gift that is life. Bad things are constant. Suffering is constant. The only thing you can really control and gain mastery of is yourself. Learn to take the middle path in life for it is the way to happiness. Know that a life of extremes is bad and will ultimately bring more suffering. I exhort you to learn to look within yourself and develop an understanding and acceptance of what goes on around you. Aiming to change others can sometimes be a futile practice.I myself can teach what I have learned and woken up to realize, yet true enlightenment can only come from within a person himself. Some may perhaps say, I will seek enlightenment later or I have tried to understand life before but failed. But past failure is past and the future is uncertain in many ways. Indeed, it can happen that tomorrow or later in the day may be all of what remains of the future. Seek enlightenment now, and cherish the moment. So when death comes, you do not regret nor do you have fear of the next life for you die with knowledge of having lived not just a good life, but a righteous one.– B uddha References Morgan, K. W. (Ed. ). (1956). The Path of the Buddha Buddhism Interpreted by Buddhists. New York: Ronald Press. Retrieved September 23, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5883323 Moore-Bruder. (2005). Philosophy: The Power of Ideas, Sixth Edition Ohio: McGraw-Hill Carrithers, M. (2001). The Buddha: A Very Short Introduction. Oxford, England: Oxford University Press. Retrieved September 23, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=101647070

Where can a B/C student get in to college

Its easy to figure out where high achieving students with stellar GPAs and near-perfect standardized test scores should apply to college. Lists of the top schools are filled with places that everyone has heard of, whether because a school is Ivy League or has a fabulous football team. Competition to get into these schools is notoriously fierce. Stanford University, for example, admitted just 5% of its applicants for the Fall 2015 semester. For the majority of students, straight As and sky-high SAT or ACT scores simply dont happen. With the number of students applying to college each year increasing, the odds of getting admitted to a reach school get lower and lower. So where should a B/C student apply to college? As deadlines loom ahead, its a good idea to look at some of the lesser-known and perhaps under-the-radar schools that can offer your B student the same college experience he would get at a larger, more selective school. Here are ten universities that have much to offer students who are not at the top of the class. University of Kansas - Lawrence, KansasLocated in the heart of the country, University of Kansas had a  92% acceptance rate for Fall 2015. Rolling admissions. Colorado State University - Fort Collins, ColoradoColorado State offers early action admission, with the deadline of December 1.  Early acceptance rate for admission is 96%, and regular admission - deadline February 1 - is 80%. With a gorgeous climate and outdoor lifestyle, this school is a good choice for an active student. University of Hawaii  - Manoa - Honolulu, HILocated in a tropical paradise, University of Hawaii has a March 1 application deadline. The acceptance rate for Fall 2015 was 77%. Parents weekend will be a vacation at University of Hawaii. Ohio University - Athens, OhioOhio University offers rolling admissions, with a 76% acceptance rate for Fall 2015.   Louisiana State University  - Baton Rouge, LAWith rolling admissions and a 76% acceptance rate, LSU Baton Rouge is a good place if youre looking for a southern school. Take a side trip to New Orleans when you visit your LSU student. University of Illinois - Chicago  - Chicago, ILAn urban school for those looking for a city experience. Admissions deadline is January 15. Acceptance rate Fall 2015 - 72%. Easy to get to, with OHare airport nearby. Biola University - La Mirada, CABiola is a small, Christian university. Rolling admissions with a 73% acceptance rate. Early action applications are due by November 15. La Mirada is located in Orange County, near beaches, mountains and more. New School - New York, NYLocated in New York City, New School is a private university, with a strong arts program. Applications are due by January 15. The Fall 2014 acceptance rate was 65%. Living in New York while getting an education sounds exciting and enriching. University at Albany - SUNY - Albany, NYPart of the State University of New York system (SUNY), University at Albany has a March 1 application deadline. Its acceptance rate for fall 2015 was 55%. Howard University - Washington, DCA historically African-American school, Howard University has an application deadline of February 15. The acceptance rate for Fall 2015 was 48%.