The Power of Situations: Jonestown and the Fundamental Attribution Error

Riggio, Heidi R.; Garcia, Amber L.

doi:10.1080/00986280902739636

Cited by 12 publications

(13 citation statements)

References 23 publications

(22 reference statements)

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“…To measure participants' susceptibility to FAE (i.e., the degree to which individuals rely on dispositional vs. situational attributes), we began with the ''Ron's Bad Day'' scenario from Riggio and Garcia (2009), and created additional clone scenarios, which included items depicting both positive and negative events. Each vignette presented a short, distinct, narrative in which the central character either suffered negative consequences from a series of poor choices and unfortunate circumstances, or enjoyed positive outcomes from superior choices and fortuitous circumstances.…”

Section: Faementioning

confidence: 99%

Implicit and explicit training in the mitigation of cognitive bias through the use of a serious game

Dunbar

Miller

Adame

et al. 2014

Computers in Human Behavior

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a b s t r a c tHeuristics can interfere with information processing and hinder decision-making when more systematic processes that might lead to better decisions are ignored. Based on the heuristic-systematic model (HSM) of information processing, a serious training game (called MACBETH) was designed to address and mitigate cognitive biases that interfere with the analysis of evidence and the generation of hypotheses. Two biases are the focus of this paper-fundamental attribution error and confirmation bias. The efficacy of the serious game on knowledge and mitigation of biases was examined using an experiment in which participants (N = 703) either played the MACBETH game or watched an instructional video about the biases. Results demonstrate the game to be more effective than the video at mitigating cognitive biases when explicit training methods are combined with repetitive play. Moreover, explicit instruction within the game provided greater familiarity and knowledge of the biases relative to implicit instruction. Suggestions for game development for purposes of enhancing cognitive processing and bias mitigation based on the MACBETH game design are discussed.

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Section: Faementioning

confidence: 99%

Implicit and explicit training in the mitigation of cognitive bias through the use of a serious game

Dunbar

Miller

Adame

et al. 2014

Computers in Human Behavior

View full text Add to dashboard Cite

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“…However, two studies reported that such education at least reduced dispositional attributions (Chen et al, 1997;Riggio & Garcia, 2009). Chen et al (1997) measured the FAE in master's students in counselling as they assessed client problems from videotaped cases.…”

Section: Previous Fae Education Researchmentioning

confidence: 99%

“…Using undergraduates, Riggio and Garcia (2009) tested a more long-term effect of a 25-minute FAE lecture. In comparison with a control, the lecture reduced undergraduates' dispositional attributions in explaining a target's 'bad day', both 2 and 14 days later.…”

Section: Previous Fae Education Researchmentioning

confidence: 99%

“…For one measure of the FAE (obtained from Riggio & Garcia, 2009), participants read a scenario about 'Ron's Bad Day', in which a number of things happened (e.g., traffic jam, malfunctioning equipment) that culminated in Ron losing his job. Participants then rated three dispositional factors (Ron's abilities, personality, and skills) and seven situational factors (the traffic jam and six workplace factors) for how important they were 'in contributing to the day's outcome' (1 = not at all important, 4 = somewhat important, 7 = very important).…”

Section: Measures Of the Fae And Negative Feelingsmentioning

confidence: 99%

“…However, only a few studies have demonstrated such effects (Beaman, Barnes, Klentz, & McQuirk, 1978;Chen, Froehle, & Morran, 1997;Riggio & Garcia, 2009;Ross, Lepper, & Hubbard, 1975). Educating people about one bias in particular -the fundamental attribution error (FAE) -holds high promise to make people more understanding of each other and even more ethical (Gilovich & Eibach, 2001;Samuels & Casebeer, 2005).…”

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confidence: 99%

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A Role for Social Psychology Instruction in Reducing Bias and Conflict

Stalder

2012

Psychology Learning & Teaching

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Two studies investigated the potential for social psychology instruction to improve interpersonal understanding and to reduce conflict among American undergraduates. In Study 1, in comparison with general-education social science students who received fewer lectures and exercises on the fundamental attribution error (FAE), social psychology students showed: (a) greater openness to their own FAE; (b) less FAE in explaining anti-American terrorism; and (c) less negative feeling and judgment in response to negative behaviour in general. Self-reported understanding of the FAE concept predicted all three of these outcome measures across courses. In Study 2, from pre- to post-instruction periods, social psychology students showed: (a) an increase in openness to their own biases; (b) a decrease in the FAE in judging three of five targets (driver, employee, terrorist); (c) a decrease in negative feelings toward one of four targets (driver); but (d) a slight increase in a self-serving bias. All but one result in Study 2 remained after covarying for social desirability.

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Mitigating Cognitive Bias through the Use of Serious Games: Effects of Feedback

Dunbar

Jensen

Miller

et al. 2014

Persuasive Technology

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Abstract.A serious video game was created to teach players about cognitive bias and encourage mitigation of both confirmation bias and the fundamental attribution error. Multiplayer and single-player versions of the game were created to test the effect of different feedback sources on bias mitigation performance. A total of 626 participants were randomly assigned to play the single player/multiplayer game once or repeatedly. The results indicate the single player game was superior at reducing confirmation bias and that repeated plays and plays of longer duration were more effective at mitigating both biases than a control condition where participants watched a training video.

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The Power of Situations: Jonestown and the Fundamental Attribution Error

Cited by 12 publications

References 23 publications

Implicit and explicit training in the mitigation of cognitive bias through the use of a serious game

Implicit and explicit training in the mitigation of cognitive bias through the use of a serious game

A Role for Social Psychology Instruction in Reducing Bias and Conflict

Mitigating Cognitive Bias through the Use of Serious Games: Effects of Feedback

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