Causal attribution and dispositional inference: Evidence of inconsistent judgments

Two experiments examined whether individuals who ascribe the disparity in the performances of two actors to situational constraints adequately adjust their dispositional inferences to reflect their own perceptions of causality. Using the quiz-game format of L. D. Ross, T. M. Amabile, and J. L. Steinmetz (1977, Journal of Personality and Social Psychology, 35, 485–494), the effects of the subjects' awareness of the role-determined, self-presentation advantage of the questioner on their dispositional inferences concerning the quiz-game participants are noted. It is hypothesized that subjects who indicated full awareness of the determining force of the situation would nevertheless draw more favorable dispositional inferences about the questioner than about the contestant. The prediction is confirmed. Although the situationally aware subjects rate the questioner and contestant more similarly than do the other subjects, they still rate the questioner higher in knowledge, memory, and education. The results of Experiment 2 indicate that increasing the salience of the subjects' assessment of the situational advantage of the questioner does not eliminate the disparity. It is proposed that the fudamental attribution error represents more a failure to adjust trait inferences for causal attributions than a misperception of causality. Implications concerning the relationship between knowledge of causality and social judgment and the utility of the distinction between “perceived causality” and “higher order causal inferences” are discussed.     

The role of self-produced movement and visual tracking in infant spatial orientation

In two longitudinal studies, infants were trained at 12 and 18 months to find an object hidden in one of two identical wells in a Plexiglas box. On the test trial, normal access was blocked and infants were either guided by their mother or allowed to move on their own to another opening on the opposite side. In Experiment 1 significantly more correct responding occurred after active movement than after passive at 12 months, with correct responding related to high visual tracking. In contrast, at 18 months correct search without tracking predominated among both movement conditions. A difference between the conditions in the position of the mother on the test trial was ruled out as a contributor to performance on the basis of data from Experiment 2. When opaque sides were inserted to prevent tracking in Experiment 3, active movement no longer facilitated correct search at 12 months, thus indicating that the tracking and not the active movement per se was the critical factor.     

Deep and surface structure in children's sentence learning

Fifth-graders were asked to learn 32 syntactically varied, semantically unrelated sentences containing combinations of agentive, objective and instrumental case relations. Five learning trials, each followed by a noun-prompted recall test, were provided. Recall patterns indicated that variations in surface structure complexity (i.e., verb voice and sentential position of noun prompts) exerted less influence on Ss' memory for sentences than deep structures. Several trials were required for Ss to reproduce syntactic details accurately and many transformational errors were observed. Even then, children were unable to learn one syntactic form. Although patterns of recall were more consistent with deep structure predictions, results were not completely supportive of Fillmore's analysis of deep structure in terms of case relations, and the possibility that other non-linguistic means were used to store sentences loomed as an alternative to the deep structure view.     

Effects of hierarchical organization on children's judgments of distance and direction

The impact of the hierarchical organization of a space on judgments of direction and distance was assessed in two studies using two-dimensional models analogous to those used by A. Stevens and P. Coupe (1978, Cognitive Psychology, 10, 422–437). In each study the models contained two stars and were divided into two parts by a curved boundary line. In the Homogeneous condition the stars were located in the same subsection. In the Congruent condition the leftmost star was in the left subsection and the rightmost star was in the right subsection. In the Incongruent condition the rightmost star was in the left subsection and the leftmost star was in the right subsection. In Experiment 1 first graders, third graders, and college students were required to remember the location of the stars. Results indicated that the first and third graders tended to use the relationship between the subsections as a clue to the relationship between the sites within them, thus extending the results of Stevens and Coupe (1978) to children. In Experiment 2 preschoolers, first, and third graders were asked to judge with the materials directly in front of them, which of the two stars was closer to a site located in one of the subsections. Results indicated that the Incongruent condition led to errors among the preschoolers and first graders but not the third graders, thus indicating that these groups tended to judge as closer the site within the same subsection even though it was really farther away. The results of both studies are discussed as indicative of a tendency among young children to impose organization on information encoded in memory and in relation to increases in metric accuracy, decentration, and efficient scanning which enable them to more accurately evaluate when such organization is and is not appropriate. Implications for behavior in large-scale environments are also discussed, with particular reference to the effect of barriers on perceptions of distance and direction.     

Use of first person pronouns as a function of increased objective self-awareness and performance feedback

A recent integrating formalation in social psychology, the Duval-Wicklund theory of “objective self-awareness,” has the core assumption that attention focused on the self is always aversive and, hence, avoided. While faced with either a TV camera or a mirror, and after they had received false feedback concerning their creativity, 98 undergraduates guessed at the meaning of foreign language pronouns, the unobtrusive dependent measure of the direction of the focus of attention. The standard Duval-Wicklund effect was replicated—more attention to self, that is, more first-person pronouns—in the “camera” or “mirror” than in the “no camera” or “no mirror” conditions. However, within the camera or mirror conditions, avoidance of self-focused attention occurred only after negative feedback.     

Does word training increase or decrease interference in a stroop task?

First and second graders (6- and 7-year-olds) practiced reading 20 words. Before and after word training, they named pictures printed with and without these words as distractors. Of interest was whether training would enhance or diminish the interference created by these words in the picture-naming task. Results indicated that children who learned to recognize unfamiliar distractor words more accurately suffered more interference after training. In contrast, children who were already familiar with the words and learned to recognize them faster experienced less interference following training. Results are interpreted as supporting LaBerge and Samuels' model of automatic word processing. Effects of accuracy training are attributed to the elimination of attention as a requirement for processing distractor words. Effects of speed training are attributed to a reduction in the time consumed by distractor words in the central processor.     

Hemispheric asymmetries in human infants: Spectral analysis of flash and click evoked potentials

Evoked potentials of 16 human infants (mean age = 5.0 weeks, SD = 1.8 weeks) were recorded from the left and right, occipital and temporal areas. Spectral analysis showed a high amplitude, localized, coherent center of activity within the left temporal area for click stimuli, and a high amplitude, localized center of activity in the right occipital area for flash stimuli. It was proposed that the structured auditory information of the click and the unstructured visual information of the flash represented different degrees of familiarity to the subjects. With this hypothesis, left hemisphere involvement in stimulus processing would increase as the stimulus became more referrable to previous long- or short-term experience. Conversely, right hemisphere involvement would increase with unfamiliar stimuli which could not be readily associated with earlier data.     

Odor production and utilization under conditions of nonreward and small reward

A series of five experiments was conducted to examine odor production and utilization under conditions of contrasting large and small reward. Using daily, eight-trial double-alternation sequences of reward (L)-nonreward (N) or small reward (S), i.e., LLNNLLNN and LLSSLLSS, appropriate patterning was shown only when an empty goalbox was initially encountered on N or S trials (Experiments 1–5). Manipulations designed to increase frustration, for example, preceding double-alternation training with a block of large-reward trials in Experiment 2, or increasing the L vs S ratio in Experiment 3, failed to yield patterning when small reward was presented at the start of the S-trial confinement period. Patterning was shown when small reward was presented at the end of the S-trial confinement (Experiments 4 and 5). Immediate vs delayed (30 sec) S or N trial goalbox removal failed to result in differences in patterning (Experiments 1 and 2). To distinguish odor production from odor use, subjects trained on an LLSSLLSS pattern preceded subjects trained on an LLNNLLNN pattern (Experiment 5). Because patterning failed to develop in the LLSSLLSS subjects and the first subject in the LLNNLLNN group, it was concluded that a discriminably different cue was not produced on S trials under the LLSSLLSS sequence when small reward was delivered at the beginning of the goalbox confinement period. Shifting small-reward delivery to the end of goalbox confinement resulted in the immediate display of patterning by the first LLNNLLNN subject, and the subsequent development of patterning by the LLSSLLSS subjects.     

Learning and memory of field independent-dependent individuals

It has been proposed that field-independent and field-dependent learners differ more in the processes they use than in the effectiveness of their learning or retention. The present article discusses alternative explanations which emphasize developmental differences and differences in efficiency of performance between field-independent and field-dependent learners. Review of the concept learning literature and some new data suggested that the greater effectiveness of field-independent learners was related to memory efficiency and the ability to conduct combinatorial analysis. Research concerning short-term memory and free recall was also examined. High information load, greater interference potential, and less subjective organization were suggested as factors which contribute to the less efficient memory of field-dependent learners.     

On complicity theory

The received account of whistleblowing, developed over the last quarter century, is identified with the work of Norman Bowie and Richard DeGeorge. Michael Davis has detailed three anomalies for the received view: the paradoxes of burden, missing harm and failure. In addition, he has proposed an alternative account of whistleblowing, viz., the Complicity Theory. This paper examines the Complicity Theory. The supposed anomalies rest on misunderstandings of the received view or misreadings of model cases of whistleblowing, for example, the Challenger disaster and the Ford Pinto. Nevertheless, the Complicity Theory is important for as in science the contrast with alternative competing accounts often helps us better understand the received view. Several aspects of the received view are reviewed and strengthened through comparison with Complicity Theory, including why whistleblowing needs moral justification. Complicity Theory is also critiqued. The fundamental failure of Complicity Theory is its failure to explain why government and the public encourage and protect whistleblowers despite the possibility of considerable harm to the relevant company in reputation, lost jobs, and lost shareholder value. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.