Trait confirmation and discomfirmation: the formation of attribution biases

Article Abstract:

A study was conducted on developmental differences in the amount of behavioral information needed for trait attribution and the role of false consensus and negativity biases in trait inference using the confirmability paradigm. Results revealed that traits vary with respect to the amount of information they need for their inference and suggeted that attribution criteria deacrease with age. The involvement of a negativity bias in the trait attribution process was supported by study results, but the hypothesis on the false consensus bias was confirmed only with respect to trait ratings.

Models, Analysis, Social perception, Prejudices, Prejudice

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The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall

Article Abstract:

Research suggests that children with a lower metacognitive thinking level improve their metacognitive thinking and demonstrate greater strategy use by interacting with children operating at a higher metacognitive knowledge level while being directed to explicitly discuss strategies. Treatment group membership serves to enhance recall performance and sorting strategy. Students can benefit from peer collaboration without some of the students being designated tutors and without direct teacher instruction.

Influence, Metacognition, Peer-group tutoring of students, Peer teaching

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Retrospective and prospective psychological and physical health as a function of negative effect and attributional style

Article Abstract:

Analysis of attributions linked with stable-unstable, internal-external and global-specific factors following undesirable events through a study of 99 students using various questionnaires reveals that global attribution was a strong determinant of retrospective and prospective health. Multiple regression analysis shows that negative affect was the best indicator of prospective health.

Usage, Regression analysis

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