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Psych Labby Anannt

Unit 4 · 4.1 · hard topic

Attribution Theory and Person Perception

Unit 4 is 15–25% of the multiple-choice section. Attribution and person-perception items are high-miss because neighbors look alike: fundamental attribution error is not self-serving bias, and a stereotype is not discrimination. · about 5 minutes with the essay beats.

The room is doing more of the talking than you think. Name the force that is actually present.

Hard — this one trips people who only memorized the word

Read the scene first. The term will wait. When it lands, you will be able to use it on a stranger’s story — that is the exam, and that is also why this subject is interesting.

A scene you already lived

Do not hunt the term yet. Let this sit. The exam will hand you a stranger’s version of the same night.

A classmate walks in twelve minutes after the bell. The story that arrives first is careless. Last Thursday you walked in twelve minutes after the bell because the bus sat behind an accident, and that story felt like weather. Same lateness, two causes: a trait for them, a situation for you. Unit 4 is a hard-topic unit because those neighbors look alike on the page — fundamental attribution error is not self-serving bias, a stereotype is not a behavior, and a just-world idea is not proof that someone deserved a miss. The exam does not ask whether you are a kind person. It asks you to name the attribution you just made, and the one you skipped.

What the paper actually asks

These are the scoring targets. If you can do them on a new story, you are ready — flashcards can wait.

  • Apply fundamental attribution error, self-serving bias, and actor–observer to a scene.
  • Separate dispositional from situational causes.
  • Do not turn a bias into a character insult.

The mechanism

Once you can walk this, you will start seeing it at dinner, in a group chat, in your own delay. That is the fun of this course.

An attribution is a cause you assign. Dispositional (internal) attributions point at the person: effort, skill, mood, ‘who they are.’ Situational (external) attributions point at the scene: traffic, the prompt, the weather, who else was there. The exam move is naming which kind of cause the observer used — not deciding whether the observer is a decent human.

Three related biases sit on that split. Fundamental attribution error (FAE): when explaining someone else’s action, we overweight disposition and underweight situation. Actor–observer: the same action gets a situational story when we did it and a dispositional story when they did it — we see our constraints; we see their act. Self-serving bias: successes get credited to me (disposition); failures get parked in the situation. Those three are neighbors. Mixing them is an expensive miss. FAE is about other people. Self-serving is about protecting a self-view across win and loss. Actor–observer is the self/other split on the same kind of act.

Person perception also loads extra color onto a first trait. Halo: one salient positive (or negative) feature spills onto unrelated judgments — a tidy slide deck becomes ‘smart,’ a tired face becomes ‘unprepared.’ Just-world is an idea, with limits: the belief that people generally get what they deserve. It can tidy a messy scene by blaming the person who was hurt. It is not evidence, not a moral license, and not a diagnosis of the observer.

Keep stereotype, prejudice, and discrimination distinct. Stereotype: a cognitive generalization about a group. Prejudice: an attitude, often negative, toward a group or a member because of that membership. Discrimination: behavior — a different act toward someone because of group membership. A thought is not a feeling is not an act. The exam will give you one of those three and a neighbor as a trap.

Cause in the person, or in the scene?
  • Dispositional

    traits, moods, ‘who they are’

  • Situational

    the scene did work

  • FAE

    overweight person, underweight scene (others)

  • Actor–observer

    I cite the scene; you get a trait

  • Self-serving

    win → me; loss → scene

  • Stereotype / prejudice / discrimination

    belief, feeling, act — distinct

Words worth owning

A definition is a tool. The confusable is the distractor. Learn both and the clever wrong answer stops working.

Dispositional attribution

Explaining a behavior as caused by the person’s traits, abilities, or intentions.

Confusable. Situational attribution points at the context. ‘Dispositional’ is not a synonym for ‘mean.’

Situational attribution

Explaining a behavior as caused by the context, constraints, or other people.

Confusable. Not an excuse as a moral category. It is a type of cause. The exam asks which type was used.

Fundamental attribution error

The tendency, when explaining someone else’s behavior, to overstate disposition and understate situation.

Confusable. Not self-serving bias (that pattern is about one’s own wins and losses). FAE is about others.

Actor–observer bias

The same kind of act is explained more situationally for the self (the actor) and more dispositionally for someone else (the observer).

Confusable. Neighbor of FAE. Actor–observer names the self/other split; FAE names the observer’s lean on others.

Self-serving bias

Attributing one’s successes more to disposition and one’s failures more to situation.

Confusable. Not a character insult and not FAE. The pattern is win → me, loss → the scene.

Stereotype

A cognitive generalization about members of a group — a belief, not yet an act.

Confusable. Prejudice is the attitude; discrimination is the behavior. Do not collapse the three.

Prejudice

An attitude, often negative, toward a group or a person because of group membership.

Confusable. Not the same as a stereotype (cognition) and not the same as discrimination (behavior).

Discrimination

Unequal behavior toward a person or group based on group membership.

Confusable. The act, not the thought. A private stereotype without a different act is not this term.

A study you can actually use

Classic or labeled hypothetical. Either way: what was done, what was found, what it cannot claim.

Classic (classroom-common) · 1960s (classroom-common account)

Jones and Harris attitude-attribution demonstration (Castro essays)

What was done
Observers read essays that praised or criticized a public figure. In one condition, they were told the writer had chosen the position; in another, they were told the position had been assigned.
Finding
Even when observers knew the position had been assigned, many still inferred that the essay reflected the writer’s real attitude — a classroom-common picture of overweighting disposition.
Limit — what it cannot claim
A lab essay is not a life. Sample and era bound the claim. Do not invent a percentage. The demonstration is qualitative here: knowing someone was constrained does not fully cancel a trait inference.
How AAQ would probe it
Method: experiment (choice vs assignment as a staged constraint). Variable: whether the writer chose the position. Application: fundamental attribution error — observers still leaned dispositional. Limit: generalizability of a lab essay task.

Labeled hypothetical

Hypothetical self-vs-other lateness ratings (original practice source, not a published paper)

Original practice source, not a published paper.

What was done
Researchers ask 80 students to rate, on a 1–7 ‘careless’ scale, a classmate who arrived twelve minutes late and, on a separate day, themselves after an identical late arrival. Order of the two ratings is counterbalanced.
Finding
If mean ‘careless’ is higher for the classmate than for the self, a fair claim is a self/other split in the rating — not that the raters ‘are hypocrites’ as a personality type.
Limit — what it cannot claim
Labeled hypothetical. Self-report ratings are not a camera on the cause. The design does not prove why the split happened. Do not cite this as a published paper.
How AAQ would probe it
Method: within-person comparison / survey-style ratings (not a true experiment unless an IV is assigned). Statistic: which mean is higher. Argumentation: actor–observer or FAE as named tools, plus a limit on self-report.

Someone’s Tuesday

If it only lives in the textbook, it will not survive a novel stem. This is the idea wearing ordinary clothes.

A missed pass in a match: ‘they don’t care’ (dispositional) versus ‘the sun was in their eyes’ (situational). A group-chat snap you sent after a bad night that you explain as exhaustion, while a similar snap from someone else becomes ‘rude.’ A first impression of a candidate with a polished voice that quietly upgrades every later answer — halo, not evidence. A news clip that treats a stranger’s misfortune as something they must have invited — just-world as an idea doing work, with a limit. A hiring screen that skips a name because of a group label is discrimination; a private generalization without that act is not the same term. Name the cause assigned. Name the neighbor you are not using.

Where clever students go wrong

The trap is usually a neighboring term that almost fits. Name it so it stops feeling smart.

Do not turn a bias into a character insult. FAE is a predicted lean, not proof that ‘people are stupid.’ Self-serving is a pattern of credit and blame, not a license to sneer at a classmate who used it. Halo is not ‘shallow people.’ Just-world is an idea that can distort blame — not a verdict that the observer is cruel. Pop posts that say ‘the fundamental attribution error means you should never judge anyone’ overcorrect; the exam still wants the name that fits THIS scene.

A stem, then the move

Watch me work one. Then you will do four without looking back.

Scenario

Kenji’s teammate airballs a free throw in a packed gym. Kenji thinks, ‘no focus.’ When Kenji airballs the next one, he thinks, ‘the crowd and the lights.’ Which pattern best names both halves, and which neighbor should you reject?

Walkthrough

Same act, dispositional cause for the other person, situational cause for the self. That is actor–observer. FAE could describe the first half alone (overweighting the teammate’s trait), but it does not, by itself, name the self/other split. Self-serving would need a win credited to the self and a loss parked in the situation — here both shots are misses, so the win/loss pattern is not the engine. The move is the name that covers both halves without insulting Kenji.

The move

Actor–observer: situation for self, disposition for the teammate. Not self-serving (no success to claim), and not a character verdict.

Try tonight · 5 minutes

A living experiment, not a vibe

Do this on your actual Tuesday. The paper will later hand you a stranger’s version of the same five minutes.

Catch one attribution today — a late message, a missed shot, a short reply. Write the cause you assigned in one phrase. Then write the other kind of cause (dispositional if you used situation; situational if you used a trait).

Prove it

Four items. No looking back.

One at a time. After each submit I will show the key, why it is right, and why the others felt clever.

Item 1 of 4 · Practice 1 · Concept application

In a packed gym, Kenji’s teammate airballs a free throw. Kenji thinks, ‘no focus.’ When Kenji airballs the next one, he thinks, ‘the lights and the crowd.’ Which pattern best names both halves?

Answer choices. Keys A–D also work.

Keys A–D select. Enter checks.

Write it · AAQ

Name the method, then name the attribution

Say the move in your own mouth. If you can write it, you own it — rereading is not the same thing.

Original practice source, not a published paper. Researchers randomly assign observers to learn that a writer chose an unpopular opinion or that the opinion was assigned by a coin flip. Observers then rate how much the essay reflects the writer’s true view. Identify the research method. Then name the attribution bias the design is built to reveal if assigned writers are still rated as holding the view.

Move: AAQ-style: method is experiment (assignment vs choice). Application: FAE if disposition is still inferred under constraint. Do not moralize the observers.

Where curiosity goes next

Related rooms. Open the one that still tugs.