Developmental differences in the use of distinctiveness, consensus, and consistency information for making causal attributions
Datos Bibliográficos
| ID | 9790250 |
|---|---|
| Autores | Barbara DiVitto (Brandeis University, autor de correspondencia), Leslie A Zebrowitz (0000-0001-9183-8914), Leslie Z Mcarthur |
| Año | 1978 |
| Volumen | 14 |
| Número | 5 |
| Páginas | 474-482 |
| Fecha de publicación | 1978-09-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Developmental Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editorial | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.14.5.474 |
| OpenAlex | W2105374326 |
| Idioma | EN |
| Citas recibidas | 29 |
| Referencias citadas | 17 |
The present study examined developmental differences in the use of distinctive-ness, consensus, and consistency information for making causal attributions. First, third and sixth graders and college students were presented with brief story pairs consisting of an act manifested by an agent toward a target person. Each story in a pair was accompanied by a different level of a particular type of information (e.g., high consensus for one and low consensus for the other). Subjects were asked to make causal inferences about both the agents and the targets. The results revealed significant age-related differences in the ability to use each type of information in the manner predicted from Kelley's causal attribution model. Young children's use of distinctiveness information yielded the predicted agent attributions significantly more often than it yielded the predicted target attributions, while the reverse was true for consensus information. These findings were interpreted in terms of the causal principles involved: Information was used in the predicted manner at a younger age when a covariation principle was required than when a discounting principle was required
Attribution · Cognitive psychology · Consistency (knowledge bases · Developmental psychology · Optimal distinctiveness theory · Child and Animal Learning Development · Cultural Differences and Values · Psychology · Social and Intergroup Psychology · Social Psychology
Causal processing
A developmental model of recipients' reactions to aid
Conversational processes and causal explanation
Consensus information, prediction, and causal attribution
The Development of Social Attributions
The inherence heuristic
The cognitive functions of linguistic categories in describing persons
Children's use of the discounting principle
Attributes and attributions
Enhancing children's interest in activities used as rewards
Discounting in children
Locus of causality and the use of information in the development of causal attributions 1
A Conversational Model of Causal Explanation
Role of Expertise, Consensus, and Informational Valence in Children's Performance Judgments
Seeing The World Through Rose‐colored Glasses? Neglect of Consensus Information in Young Children's Personality Judgments
Judging the recipients of social actions
Moral judgment and the development of causal schemes
A Gricean approach to the use of consensus and distinctiveness in causal attributions of verbally described interpersonal events
Relocating attributional phenomena within a language‐cognition interface
A test of the joint model of causal attribution
Attributions and attribution–behavior relations
Knowledge-based information acquisition
Consensus information and fundamental attribution error
The overjustification effect
Effects of rewards on children's prosocial motivation
A developmental study of learned helplessness
Children's use of frequency information for trait categorization and behavioral prediction
The influence of incentive-aroused ambivalence on overjustification effects in attitude change
Necessary versus sufficient causal schemata
The early growth of logic in the child
Cognitive Algebra
The growth of logical thinking
Statistical principles in experimental design.
The Child's Conception of Physical Causality
The psychology of interpersonal relations.
The lesser influence of consensus than distinctiveness information on causal attributions
Effects of contiguity, regularity, and age on children's causal inferences
Development of schemes for the attribution of multiple psychological causes
The processes of causal attribution
Binomial variability in short-term memory
Children's use of the multiple sufficient cause schema in social perception
Attribution and the psychology of prediction
The development of causal attributions in social perception
Order of consensus, distinctiveness, and consistency information and causal attributions
A closer examination of causal inference
The how and what of why
| Obras citantes distintas | 29 |
|---|---|
| Citas por año | 0,6 |
| Intervalo de citas | 1978 - 2021 (44) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 24 |