Person memory and causal attributions.

Three experiments with 273 college students were conducted to reconcile the apparent contradiction between the well-established finding that initial impressions are resistant to incongruent (ICG) information and the finding that information ICG with an impression is particularly likely to be recalled. Using a procedure similar to that of R. Hastie and P. A. Kumar (1979), a situational or dispositional attribution was provided for a target item, which was either congruent (CG) or ICG with an initial impression. The ICG item was more likely than the CG item to be recalled only when attributed to dispositional causes (Exp I). The congruence of the target had greater impact on impressions when attributed to dispositional causes, particularly when Ss were given little other information about the target (Exps I and II). Exp III revealed that Ss preferred situational attributions for ICG items and dispositional attributions for CG. The authors conclude that Hastie and Kumar's findings may be limited to conditions in which situational attributions for TCG information are not provided. Possible mediators of the effects of causal attributions on recall, and the relation between recall and impressions are discussed. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Missing the mark: Effects of time and causal attributions on goal revision in response to goal-performance discrepancies.

In an attempt to extend past goal setting research, the present study examined the influence of goal-performance discrepancies (GPDs), causal attributions, and temporal factors on the process of dynamic self-regulation. Goal revision processes were examined longitudinally in a sample of 100 varsity-level college track and field athletes over the course of an 8-week competitive season. The results indicate that an individual's GPD significantly predicted the amount of goal revision engaged in by the athletes, such that participants were more likely to lower their competition (proximal) and season (distal) goals when they failed to reach these goals and their respective GPDs were large. However, as hypothesized, this relationship was moderated by stability attributions and the temporal location of the individual with respect to the time period allotted for goal attainment. Implications for future research in the area of goal setting and dynamic self-regulation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational biases in causal attributions of arousal.

Two studies hypothesized that the desire to seek ambiguity as to the cause of a particular state of arousal will increase if either that arousal state or its source is potentially threatening to self-esteem. In Exp I, 22 high- and 21 low-sex-guilt male undergraduates (as determined by the Mosher Forced Choice Sex Guilt Inventory) were shown either an arousing erotic movie or a nonarousing movie; in Exp II, 28 high- and 28 low-guilt females were led to believe that they were very aroused by pictures of nude men. Ambiguity was introduced into both situations by means of a bogus, nonthreatening, alternative arousal source (a placebo). Results indicate that high-guilt Ss were actively involved in the process of determining which source was arousing them. More importantly, this involvement appeared to be motivated by ego-defensiveness. In both experiments, when high-guilt Ss were confronted by an erotic stimulus, they chose to attribute arousal to the bogus source—and thus create ambiguity as to the actual cause and nature of their arousal—more than did low-guilt Ss. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect.

Examined children's cognitive-attributional and affective response patterns within competitive and individualistic goal structures. Performing within a competitive or individualized setting was expected to influence how children utilized past performance and immediate performance outcome cues. 80 5th and 6th graders first performed individually to establish a performance history of success or failure and subsequently succeeded or failed in a competitive or individualized setting. Findings show that effort attributions covaried with outcome in the individualistic structure, whereas luck and outcome covaried in the competitive structure. Only in the individualistic structure was past performance a salient cue in determining positive or negative affective reactions. Through an attributional analysis, results are contrasted with prior research that has equated individualistic and competitive goal structures. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time perspective and causal attributions for achievement.

Investigated the relation between adolescents' time perspective and attributions for achievement by administering measures of time perspective (continuity, optimism, pessimism, and utilization) and attributions (ability, effort, context, and luck) independently assessed for success and failure to 215 10th graders. A canonical analysis extracted 1 significant canonical root that related the 2 sets of measured variables and indicated that the 2 variates shared 25% of their variance. Interpretation of the structural relation between time perspective and attributions suggests that a more adaptive time perspective relates to (a) attributing achievement success to one's own effort and ability and not to the characteristics of the task or luck and (b) minimizing the attributional role of luck, lack of ability, and task characteristics for achievement failure while acknowledging the role of lack of effort. Implications for motivation enhancement programs are discussed. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reexamination of developmental changes in causal attributions.

Examined young children's use of the presence or absence of extrinsic reward to make inferences about the intrinsic motivation of another person. Previous research indicates that most kindergartners do not use a discounting heuristic, but it was hypothesized that these children may have misinterpreted the questions asked. 19 boys and 19 girls from kindergarten, 2nd and 4th grade were presented stories about children who were rewarded or not rewarded for performing various activities. Two forms of questioning about motivation were compared. When a traditional form was used, kindergartners did not show evidence of a discounting heuristic. When the questions were adjusted to ask more specifically about intrinsic motivation, Ss at all grade levels appeared to use a discounting heuristic. Results are discussed in terms of the parameters of the attributional effects, the possible mechanisms responsible for the phenomena, and the significance of the findings for other developmental research using self-report techniques. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and causal attributions for success and failure.

Investigated the effects of depression on causal attributions for success and failure. From a pool of 340 female university students, 60 were separated into depressed and nondepressed groups on the basis of Costello-Comrey Depression Scale scores, and then received either 20, 55, or 80% reinforcement on a word association task. Following the task, attributions were made for outcome using the 4 factors of effort, ability, task difficulty, and luck. In accord with predictions generated from a self-serving biases hypothesis, nondepressives made internal (ability, effort) attributions for a successful outcome (80% reinforcement) and external attributions (luck, task difficulty) for a failure outcome (20% reinforcement). As predicted from consideration of the self-blame component of depression, the attributions made by depressives for a failure outcome were personal or internal. Contrary to expectations, depressives also made internal attributions for a successful outcome. The findings for depressives are discussed in relation to the recently revised learned helplessness model of depression, which incorporates causal attributions. For nondepressives, the findings are considered in terms of the self-serving biases hypothesis. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of causal attributions in counseling shy subjects.

Investigated effects of differing counselor causal attribution frameworks in an analog study designed to simulate the initial phases of counseling. 36 self-referred, shy Ss (24 males, 12 females 18–44 yrs old; university graduates, undergraduates, and staff) participated in 2 structured 50-min counseling sessions. Two attribution treatments (cognitive/behavioral and analytic) were used along with a counseling control treatment that did not convey a theoretical or causal framework. It was hypothesized that the 2 causal treatments, despite vastly differing views as to the locus and stability of the source of the S's problem, would not differ significantly in effectiveness and would both be superior to the control treatment. Selected outcome measures were conceptually related to attribution theory and were in the areas of expectancy, motivation, helpfulness, and utilization of counseling material. Significant results, favoring the attribution treatments, were found on 3 out of 4 of the expectancy and motivation measures and on 2 out of 3 of the helpfulness and utilization measures. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-concept on children's causal attributions and self-reinforcement.

Studied self-concept as a dispositional variable influencing children's cognitive-attributional and affective-self reinforcing reactions to achievement outcomes. 64 6th-graders classified as high or low in self-concept on an abbreviated version of the Piers-Harris Self-Concept Scale were given an achievement task on which they succeeded or failed. A preinstructional set was used to allow Ss to interpret their performance as being determined by skill or luck. More high than low self-concept children attributed their success to the skill cue. High self-concept Ss also engaged in more self-reward for success. Both self-concept groups used lack of skill to account for their failure, but the low group responded with more self-punishment. Results are discussed within an attributional model of achievement behavior. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structure of freshmen's causal attributions for exam performance.

This article explores the structure underlying causal attribution for achievement in an actual academic context. Ss were 859 university freshmen drawn from 4 samples. First, they rated the influence of 10 possible causes on their exam performance. Procrustes factor analysis of the causes revealed 4 factors in each of the samples reflecting the dimensions of locus, stability, control, and globality. The fit of the factor solution with theoretical predictions was r?=?.73. Second, 209 Ss drawn from the same population assessed 10 causes for exam performance along the dimensions of locus, stability, and control. The theoretical fit of these direct judgments was also substantial, r?=?.75. The author concludes that the four dimensions of locus, stability, control, and globality reflect the major characteristics of causal attributions given for academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of memory perspective on retrospective causal attributions.

Examined whether people's retrospective causal attributions might be mediated by the visual perspective from which events are recalled. In Study 1, pairs of Ss participated in "get-acquainted" converstions and made a series of attribution ratings for their performance. They returned 3 weeks later to rerate their performance on the same attribution scales and to indicate the perspective from which they remembered their earlier conversation. Ss reported either "observer" memories in which they could "see" themselves from the outside or "field" memories in which their field of view matched that of the original situation. Study 2 was identical to Study 1 with the exception that Ss' memory perspectives were manipulated via verbal instructions. In both experiments, conversations that were recalled from an observer's perspective were attributed more dispositionally. Discussion of these results focuses on how they further understanding of the contradictory findings (e.g., B. S. Moore et al; see record 1981-01280-001) reported in the literature on temporal shifts in attributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect on retaliation of causal attributions concerning attack.

In 2 studies, 108 male undergraduates were defeated on either 17%, 50%, or 83% of reaction time trials, received aversive noise, and could ostensibly retaliate by delivering shock to their partner. The noise level delivered was described in Exp I as typical of most other people (high consensus) or atypical of most other people (low consensus) and in Exp II as from a partner who knew (high foreseeability) or did not know (low foreseeability) the kind and level of stimulation controlled by the switches delivering reinforcement to the recipient. Hypotheses were based on the notion that retaliation increases as more personal causality is attributed to a provoker and that more personal causality is inferred in highly foreseeable—or low consensus—50% defeat conditions. As expected, greater differences in aggression between high and low consensus and between high and low foreseeability were displayed in the 50% defeat condition than in the other defeat conditions. Anticipated differences in inferences were obtained. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expressed emotion and causal attributions in the spouses of depressed patients.

High levels of expressed emotion are thought to be related to the attributions relatives make about the causes of a patient's illness and problem behaviors. Causal attributions occurring during spontaneous speech in 43 spouses of depressed patients were examined. Consistent with theoretical prediction and with previous research in schizophrenia high critical spouses were more likely than low critical spouses to attribute patients symptoms and negative behaviors to factors that were controllable by and personal to the patients. High critical spouses also made more attributions that implied that they held patients responsible for their difficulties. Although predictive of spouses criticism these attribution dimensions did not predict patient relapse. The results suggest that causal attributions are important for understanding spouses criticism but are of limited predictive validity with respect to depressive relapse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goal orientations and self-regulation in writing: An integrative perspective.

This study tested the hypothesis that self-regulation of writing is a multifaceted modular construct and that students would perceive different goal orientations for writing as involving the application of different writing strategies. Two hundred eleven Jewish Israeli high school students engaged in a writing assignment and then reported on their goal orientations, self-regulation, and writing strategies. Smallest space analyses indicated that self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation of writing into task-related action orientations. The findings pointed to possible differences in the nature of these action orientations between students from different types of learning environments and with different levels of writing achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement attributions and self-instructions under competitive and individualistic goal structures.

Investigated whether competitive and individualistic goal structures elicit achievement cognitions that have been associated with helpless vs mastery-oriented children, respectively. 88 5th- and 6th-grade children were administered a novel achievement task in which a high vs low performance outcome was manipulated by varying the number of solvable puzzles across 2 sets of 6 puzzles, within either a competitive or individual goal structure. A "thought-matching" methodology was used to assess the type of frequency of Ss' thoughts. Results revealed that Ss made more ability attributions in the competitive than in the individual condition. In the individual condition, Ss displayed a mastery orientation in that they made more effort attributions and engaged in self-instructions and self-monitoring more than did Ss in the competitive condition. Ability attributions were predictive of Ss' positive and negative affective reactions. Results suggest that Ss were thinking about responses to the question "Was I smart?" in the competitive setting but were thinking about "How can I do this task?" in the individual setting. It is suggested that getting children to think about how to improve their performance may not be compatible with the focus of attention in competitive situations. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sentencing goals, causal attributions, ideology, and personality.

Proposes a framework establishing resonances or coherent patterns among sentencing goals, causal attributions, ideology, and personality. Two studies are described, one with law and criminology students, the other with probation officers. Relations among the different types of variables reveal two resonances among both students and officers. One comprises various conservative and moralistic elements: a tough, punitive stance toward crime; belief in individual causality for crime; high scores on authoritarianism, dogmatism, and internal locus of control; lower moral stage; and political conservatism. The second comprises various liberal elements: rehabilitation, belief in economic and other external determinants of crime, higher moral stage, and belief in the powers and responsibilities of government to correct social problems. Implications are discussed for individual differences in sentencing, attribution theory, and attempts to reduce disparity. (59 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examination of affect and egotism as mediators of bias in causal attributions.

Investigated the relationship between affect and self-attributions following positive (P) and negative (N) behavioral outcomes. In the presence (high publicity) or absence (low publicity) of observers, 63 college students delivered therapeutic instructions that were expected to have a P or N effect and that resulted in a P or N effect on a supposedly phobic patient. Principal findings were that (a) Ss made greater attributions to self for P than for N outcomes; (b) both during and following performance, P outcome Ss reported more P and less N affect than did N outcome Ss; (c) both during and following performance, P outcome Ss reported greater feelings of egotism than did N outcome Ss; and (d) under N outcome conditions, high publicity Ss made lower self-attributions and subsequently also reported greater feelings of egotism than did low publicity Ss. The results support the notion that the observed P–N outcome differences in self-attributions reflect motivational biases in the causal inference process. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conversational processes and causal explanation.

Causal explanation takes place in and takes the form of conversation. Explanations are selected by questions and are thus governed by general rules of discourse. A conversational model of causal explanation is introduced that explicates social aspects of the explanation process by postulating that good explanations must be relevant to the focus of a why question, as well as being true. The notion of explanatory relevance enables an integration of the major models of the attribution process by showing that they use the same counterfactual logic but address different causal questions. The conversational perspective suggests a reinterpretation of many attributional biases, and also highlights the role of interpersonal goals in generating implicit questions, which in turn constrain explanations. Finally, the relevance of the conversational perspective for research on causal networks, the social context of explanation, and intrapsychic explanation is noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, causal attributions, and affects in achievement-related contexts.

114 male and 94 female undergraduates completed the Multidimensional-Multiattributional Causality Scales, the Profile of Mood States, and a scale of commonly experienced feelings. On the basis of the theory outlined by B. Weiner et al (see record 1980-32563-001), it was hypothesized that particular affect clusters (pride, gratitude, guilt, and anger) would characterize Ss differing with respect to attributional style. Pride and its cognates were more common affective responses among Ss who attributed achievement successes to internal causes, whereas anger and surprise were more common among Ss who attributed achievement failures to external causes. Pride was more strongly related to success attributions for females than for males. Results provide moderate support for the linkage between causal attributions and affects. (French abstract) (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of causal attributions in public misconceptions about brain injury.

Objective: Social psychological theories such as attribution theory have been applied to conditions such as depression and physical disability, but not to traumatic brain injury (TBI). The goal of this paper is to show that that attribution theory and related concepts help to explain the public's misconceptions about TBI and other challenges faced by clinicians and families of persons with TBI. Results: Research shows that misconceptions about brain injury occur because people misattribute the actions of persons with brain injury. These misattributions reflect two features: (a) the absence of visible markers of the injury, and (b) the tendency to compare persons with TBI with their peers rather than their own preinjury performance. These two processes lead to the opposite pattern to the stigma that occurs with visible disabilities: specifically, a failure among members of the public to recognize that problematic behaviors may result from the injury. This analysis suggests several therapeutic strategies for managing public misconceptions in ways that enhance coping and recovery. Conclusion: Clarifying the attribution processes that underpin misconceptions about brain injury provides a framework for enhancing rehabilitation and addressing these misconceptions effectively. (PsycINFO Database Record (c) 2011 APA, all rights reserved)