Dorociak, Željka.
(2007).
Priming and need for cognition effects on fundamental attribution error.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Kamenov, Željka].
Abstract
The goal of this study was to examine the influence of priming and need for cognition on the fundamental attribution error. We used modified version of Jones and Harris's attitude attribution paradigm (1967). Participants were 364 high school students. Half of them read a pro essay (n=181), and other half read an anti essay about national graduation test (n=183). All of them received information that the essay author was given an assignment to write pro or anti essay despite his true attitude. Priming was conducted giving participants different information about research field: social psychology (n=116), personality psychology (n=134) or no information (n=114). They also filled the Need for cognition scale. We formed 2 (essay position) x 3 (information about research field) x 2 (low/high need for cognition) research design. The main hypothesis was that participants with high need for cognition and information about social psychology as research field would show the least fundamental attribution error and that the low need for cognition participants with information about personality psychology would show the largest fundamental attribution error. Results show that all participants made fundamental attribution error regardless of their need for cognition level or research field information - they judged that the essay author's true attitude corresponds to the position of the essay he wrote.
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