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Journal articles on the topic 'Cognitive attributions'
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Sserwanga, Arthur, and Gerrit Rooks. "Cognitive consequences of business shut down. The case of Ugandan repeat entrepreneurs." International Journal of Entrepreneurial Behavior & Research 20, no. 3 (2014): 263–77. http://dx.doi.org/10.1108/ijebr-10-2012-0120.
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Purpose – The purpose of this paper is to focus on the cognitive and motivational consequences of a business failure, and their relation with subsequent start up success. The paper hypothesizes that if previous business failure was attributed to an internal and stable cause, subsequent business would be less successful compared to where an entrepreneur attributed business failure to an internal and unstable cause. Design/methodology/approach – The authors reviewed the literature on attribution theory in an achievement context and derived a hypothesis about the relation between causal thinking and subsequent business success. A survey amongst entrepreneurs in Uganda was carried out to yield insights on how attributions to past performance influence subsequent business performance. Findings – Entrepreneurs who attributed previous business failure to an internal, stable cause were found to be less successful in subsequent business start up. When repeat entrepreneurs attribute previous shut down to a lack of ability, they are less successful in a subsequent business start up. However, attributing the failure to a lack of effort, does not affect subsequent business success. Originality/value – The study reaffirms the importance of attributional thinking in entrepreneurship and provides empirical evidence on the relationship between the way entrepreneurs think about their previous performance and subsequent performance. Attributional thinking influences subsequent business actions and outcomes, which offers important practical applications. For instance training to change attributions of entrepreneurs may be used to influence their eventual performance.
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Kirmayer, Laurence J., Allan Young, and James M. Robbins. "Symptom Attribution in Cultural Perspective*." Canadian Journal of Psychiatry 39, no. 10 (1994): 584–95. http://dx.doi.org/10.1177/070674379403901002.
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The explanatory model perspective of medical anthropology emphasizes the cultural shaping of individuals' efforts to make sense of their symptoms and suffering. Causal attribution is a pivotal cognitive process in this personal and social construction of meaning. Cultural variations in symptom attribution affect the pathogenesis, course, clinical presentation and outcome of psychiatric disorders. Research suggests that styles of attribution for common somatic symptoms may influence patients' tendency to somatize or psychologize psychiatric disorders in primary care. At the same time, symptom attributions are used to negotiate the sociomoral implications of illness. Recent work in social psychology and medical anthropology emphasizes the roots of attributional processes in bodily and social processes that are highly context-dependent, and hence, must be understood as part of the construction of a local world of meaning. Symptom attributions then may be understood as forms of positioning with both cognitive and social consequences relevant to psychiatric assessment and intervention.
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Saylik, Rahmi, and Andre J. Szameitat. "The Association Between Negative Attributional Style and Working Memory Performance." Open Psychology Journal 11, no. 1 (2018): 131–41. http://dx.doi.org/10.2174/1874350101811010131.
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Introduction:It has been proposed that negative attributions contribute to impairment in cognitive task processing. However, it is still unknown whether negative attributions influence task processing in all cognitive tasks.Methods:To investigate this, 91 healthy participants completed attributional style questionnaire and performed three Working Memory (WM) tasks, which associated with different functions of WM (i.e. Central Executive System (CES) and visuospatial sketchpad).Results:The results demonstrated that negative attributions contribute to the impairment in cognitive tasks which is associated with spatial working memory rather than main central executive functions (i.e. switching and inhibition).Conclusions:It is concluded that negative attributions may selectively disrupt spatial working memory functions, thus a detrimental effect of negative attributions may be task specific.
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Bosnjak, Amira, Christopher Boyle, and Alicia R. Chodkiewicz. "An Intervention to Retrain Attributions Using CBT: A Pilot Study." Educational and Developmental Psychologist 34, no. 1 (2017): 19–30. http://dx.doi.org/10.1017/edp.2017.1.
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The role of affective and cognitive factors in learning have long been recognised as imperative determinants of the learning process. Maladaptive styles with which we perceive and explain accomplishments and failures in achievement outcomes have an important motivational impact upon approach and avoidance behaviours towards academic tasks. Interventions to change these maladaptive styles are well established, although they stand to gain via addition of cognitive behavioural therapy components. A pilot study attribution retraining intervention was implemented with eight secondary school students, and their results on academic performance, self-concept, and attributional styles were compared to a control group. With significant gains in some specific academic domains, the attributional retraining program is being substantiated for effective use within secondary schools. Implications suggest that this could be an effective tool to retrain students’ attributions, with some gains, as the reattribution technique is revisited and reinvigorated.
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Perloff, Richard M. "Attributions, Self-Esteem, and Cognitive Responses to Persuasion." Psychological Reports 75, no. 3 (1994): 1291–95. http://dx.doi.org/10.2466/pr0.1994.75.3.1291.
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The present study applied Weiner's attributional approach to the domain of personality and persuasibility. 81 subjects participated in an experiment in which the investigator manipulated success and failure in counterarguing with a persuasive message. A 2 (self-esteem) × 5 (attributions) analysis of variance was performed on the data. The results did not support Weiner's predictions regarding the influence of self-esteem on attributions for success and failure. Other findings are discussed, and suggestions for research are noted.
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Roberts, Clare M., and Diane Quayle. "Loneliness in children: Behavioural, interpersonal and cognitive correlates." Australian Educational and Developmental Psychologist 18, no. 1 (2001): 9–25. http://dx.doi.org/10.1017/s0816512200028261.
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AbstractThis study investigated the associations that three behavioural patterns, peer acceptance and rejection, friendships, and self-depreciating attributions have with children’s reports of loneliness at school. Data were collected from 214 children who were 11- to 12-years-old. Classmates provided peer perceptions of prosocial, aggressive, and withdrawn behaviour and rated sociometric status. Children themselves provided data on mutual friendships, feelings of loneliness, and attributions for social success ond failure. Regression analyses indicated that withdrawn behaviour and lack of friends were significant predictors of loneliness. Rejected children were significantly more withdrawn, less cooperative, and lonelier than were other groups of children. Internal, stable attributions for social failure were associated with more loneliness at school. However, no significant associations were found between reports of loneliness and attribution patterns for social success. Intervention for socially rejected children may be specifically warranted when the child shows withdrawn behaviour.
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Vassilopoulos, Stephanos P., Andreas Brouzos, and Eleni Andreou. "A Multi-Session Attribution Modification Program for Children with Aggressive Behaviour: Changes in Attributions, Emotional Reaction Estimates, and Self-Reported Aggression." Behavioural and Cognitive Psychotherapy 43, no. 5 (2014): 538–48. http://dx.doi.org/10.1017/s1352465814000149.
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Background: Research suggests that aggressive children are prone to over-attribute hostile intentions to peers. Aims: The current study investigated whether this attributional style can be altered using a Cognitive Bias Modification of Interpretations (CBM-I) procedure. Method: A sample of 10–12-year-olds selected for displaying aggressive behaviours was trained over three sessions to endorse benign rather than hostile attributions in response to ambiguous social scenarios. Results: Compared to a test-retest control group (n = 18), children receiving CBM-I (n = 16) were less likely to endorse hostile attributions and more likely to endorse benign attributions in response to a new set of ambiguous social situations. Furthermore, aggressive behaviour scores reduced more in the trained group than in the untrained controls. Children who received attribution training also reported less perceived anger and showed a trend to report more self-control than those in the control group. Conclusions: Implications of these findings are discussed.
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Fernández-Sogorb, Aitana, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, Antonio Miguel Pérez-Sánchez, and José Manuel García-Fernández. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children." Sustainability 12, no. 3 (2020): 1173. http://dx.doi.org/10.3390/su12031173.
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This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.
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Schwind, Julia, Julia M. B. Neng, and Florian Weck. "Changes in Free Symptom Attributions in Hypochondriasis after Cognitive Therapy and Exposure Therapy." Behavioural and Cognitive Psychotherapy 44, no. 5 (2016): 601–14. http://dx.doi.org/10.1017/s1352465816000163.
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Background: Cognitive-behavioural therapy can change dysfunctional symptom attributions in patients with hypochondriasis. Past research has used forced-choice answer formats, such as questionnaires, to assess these misattributions; however, with this approach, idiosyncratic attributions cannot be assessed. Free associations are an important complement to existing approaches that assess symptom attributions. Aims: With this study, we contribute to the current literature by using an open-response instrument to investigate changes in freely associated attributions after exposure therapy (ET) and cognitive therapy (CT) compared with a wait list (WL). Method: The current study is a re-examination of a formerly published randomized controlled trial (Weck, Neng, Richtberg, Jakob and Stangier, 2015) that investigated the effectiveness of CT and ET. Seventy-three patients with hypochondriasis were randomly assigned to CT, ET or a WL, and completed a 12-week treatment (or waiting period). Before and after the treatment or waiting period, patients completed an Attribution task in which they had to spontaneously attribute nine common bodily sensations to possible causes in an open-response format. Results: Compared with the WL, both CT and ET reduced the frequency of somatic attributions regarding severe diseases (CT: Hedges's g = 1.12; ET: Hedges's g = 1.03) and increased the frequency of normalizing attributions (CT: Hedges's g = 1.17; ET: Hedges's g = 1.24). Only CT changed the attributions regarding moderate diseases (Hedges's g = 0.69). Changes in somatic attributions regarding mild diseases and psychological attributions were not observed. Conclusions: Both CT and ET are effective for treating freely associated misattributions in patients with hypochondriasis. This study supplements research that used a forced-choice assessment.
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Parkes, Jarred F., and Clifford J. Mallett. "Developing Mental Toughness: Attributional Style Retraining in Rugby." Sport Psychologist 25, no. 3 (2011): 269–87. http://dx.doi.org/10.1123/tsp.25.3.269.
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Recent research has identified optimism as an underlying mechanism of mental toughness (Coulter, Mallett, & Gucciardi, 2010). To further understand what elements of mental toughness can be developed, the current study evaluated the utility of an optimism intervention that employed cognitive-behavioral techniques (e.g., identifying automatic thoughts; testing accuracy of thoughts) to retrain attributional style. Seven male rugby players who were competing in first grade club rugby participated in the intervention. The effectiveness of the program was partially evaluated via self-reports of the Sport Attributional Style Scale (Hanrahan, Grove, & Hattie, 1989). Qualitative data were also collected via a focus group and semistructured interviews. The quantitative results provided minimal support for the utility of the intervention; there was evidence to suggest participants’ attributions became more external for negative events. The qualitative data suggested that participants (a) developed greater resilience in the face of adversity, (b) were more confident in their sport, and (c) developed a more optimistic explanatory style for negative events. The qualitative findings support the utility of a cognitive-behavioral based attribution retraining intervention for developing optimism in rugby players. The data also supported the flexible use of external attributions for negative events.
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Poposki, Elizabeth M. "The Blame Game." Group & Organization Management 36, no. 4 (2011): 499–525. http://dx.doi.org/10.1177/1059601111408898.
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Research focused on the work–family interface has explored many antecedents and consequences of work–family conflict (WFC) but has neglected to address cognitive reactions following conflict events. The purpose of this investigation is to explore one such reaction: attribution. Attributions of responsibility for conflict events are assessed with a focus on providing descriptive information about attributions and exploring correlates of attributions. Results indicate that attributions to external sources are much more frequent than internal attributions and that the work role is more frequently viewed as being responsible for conflict than the family role. In addition, results show that attributions are linked to characteristics of the conflict event, as well as anger and frustration following the conflict event.
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Hartouni, Zizik S. "Effects of Narcissistic Personality Organization on Causal Attributions." Psychological Reports 71, no. 3_suppl (1992): 1339–46. http://dx.doi.org/10.2466/pr0.1992.71.3f.1339.
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The present study addressed a central, although neglected, aspect of research into narcissism and attributions, the role of cognitive-perceptual processes and cognitive styles of individuals with narcissistic personality disorder in their causal explanation of events. The extent to which narcissistic personality organization may be a determinant of attributional style was examined. The sample consisted of 20 individuals with narcissistic personality disorders and 20 with neurotic disorders. Participants completed the Narcissistic Personality Inventory-40 and the Attributional Style Questionnaire. A significant association between narcissistic personality disorder and internal, stable attributions for positive outcomes was observed. The reformulated learned helplessness model of depression was used to interpret the attributional style of the narcissists as means to obliterate experience of helplessness. The results are discussed in terms of the role of self-esteem and maintenance of self-presentation in the skewed attributional biases of narcissists.
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Beckerman, Marieke, Sheila R. van Berkel, Judi Mesman, Rens Huffmeijer, and Lenneke R. A. Alink. "Are Negative Parental Attributions Predicted by Situational Stress?: From a Theoretical Assumption Toward an Experimental Answer." Child Maltreatment 25, no. 3 (2019): 352–62. http://dx.doi.org/10.1177/1077559519879760.
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In an experimental within-subjects research design, we studied the theoretical assumption that stress predicts negative parental attributions, which until now was mainly studied using cross-sectional study designs. During home visits to 105 families, mothers and fathers were subjected to two experimental conditions and two control conditions. In the experimental conditions, parents completed the Parental Attributions of Child behavior Task (PACT, a computerized attribution task) under two different stressful conditions (i.e., cognitive load and white noise); in the control conditions, the PACT was completed without additional stressors. Furthermore, parents completed questionnaires about existing risk factors (i.e., partner-related stress, parenting stress, and abuse risk). There were no main effects of induced stress on attributions for fathers and mothers, but we found that a combination of induced situational stress (cognitive load) and high risk resulted in the most negative parental attributions in mothers. The discussion focuses on intensity and origin of stressors, comparison between mother and father attributions, implications for interventions, and possible future research directions.
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Leposavic, Ivana, and Ljubica Leposavic. "Attribution style of patients with depression." Srpski arhiv za celokupno lekarstvo 137, no. 9-10 (2009): 529–33. http://dx.doi.org/10.2298/sarh0910529l.
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Introduction The role of attribution in psychopathology has been investigated most systematically within the depression context. The presumption which makes people depressive consists, to an excessive degree, of internal, stable and global attributions to negative occurrences. Negative attributions for unpleasant events are associated with the loss of self-respect which follows. Objective Establishing the characteristics of attribution style of depressive patients. Methods The investigation included 62 subjects. The first group consisted of 32 patients with endogenous depression in remission. The second group included 30 healthy subjects. The characteristics of attribution style, in both groups, were tested by the Attribution Style Questionnaire (ASQ). Results The group of depressive patients, in comparison with healthy subjects, exhibited a significantly more marked internal attribution for negative events (t(60)=-3.700; p<0.01) and global internal negative attributions (t(60)=-4.023; p<0.01). There was no significant difference between the groups in the stability of these negative attributions (t(60)=-1.937; p>0.05), and also the composite score which represents the measure of hopelessness did not make a significant difference between depressive and healthy subjects (t(60)=-1.810; p>0.05). Conclusion Depressive patients exhibit an inclination towards internal and global attribution for negative events. These negative attributions do not have stable character, i.e. these attributions vary in time. Characteristics of attribution judgments of depressive people do not represent a permanent pattern within their cognitive style.
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Swendsen, J. D., and P. Compagnone. "The expression of cognitive vulnerabilities for depression in daily life: a French-American study." European Psychiatry 15, S1 (2000): 22–28. http://dx.doi.org/10.1016/s0924-9338(00)00499-5.
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SummaryThis prospective study provided a direct comparison of French and American samples concerning a cognitive diathesis for depression. Using the Experience Sampling Method and identical measures across sites, subjects were signaled five times daily by electronic devices to provide in vivo reports of negative events, attributions, and depressed moods. After controlling for effects associating clinical and demographic variables, and despite differences attributable to national origin, attributional style emerged as a highly significant predictor of the numerous specific attributions made to negative events within the course of daily life. However, consistent with the cognitive mediation hypothesis, attributional style did not directly explain depression levels. The results are discussed in terms of the predictive power of cognitive and personality assessments in understanding the day-to-day experience of depression.
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Kirmayer, Laurence J. "Resistance, Reactance, and Reluctance to Change: A Cognitive Attributional Approach to Strategic Interventions." Journal of Cognitive Psychotherapy 4, no. 2 (1990): 83–104. http://dx.doi.org/10.1891/0889-8391.4.2.83.
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The metaphor of resistance supports a view of psychotherapy as a struggle against patients’ willful opposition. Strategic psychotherapy claims a special efficacy in working with resistant interactions through a shift in metaphor from resistance to the notion of joining. This paper provides a rationale for the application of joining interventions in terms of cognitive attribution theory. The same conservative cognitive processes that give rise to symptoms also result in many of the interactional phenomena of resistance. Attributions of causality and control to self or other lead to cognitive processes of dissonance reduction, reactance, emotional exacerbation, and withdrawal. The broad concept of resistance can then be replaced by a more detailed description of cognitive modes allowing psychotherapists to tailor interventions to the specific cognitive mechanisms that maintain symptoms. The cognitive attributional approach to resistance makes it apparent that there is no need for subterfuge or misdirection in strategic psychotherapy.
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Hales, Steven D., and Jennifer Adrienne Johnson. "Luck Attributions and Cognitive Bias." Metaphilosophy 45, no. 4-5 (2014): 509–28. http://dx.doi.org/10.1111/meta.12098.
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White, Michael J., and Debra L. Lilly. "Teaching Attribution Theory with a Videotaped Illustration." Teaching of Psychology 16, no. 4 (1989): 218–19. http://dx.doi.org/10.1207/s15328023top1604_14.
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A videotaped illustration of Kelley's (1973) covariation attribution model is described. The videotape contains sets of sequentially presented behavioral situations that lead students to analyze information using Kelley's model. A description of one set of scenes illustrated on the videotape is provided. The cognitive implications of the use of videotaped illustrations to improve understanding of attributional concepts are noted. Informal observation suggests that the videotape illustration is highly effective. Students are easily able to make appropriate attributions using Kelley's model and to apply them to real-life situations.
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McGuinness, Patrick, and Dave Dagnan. "COGNITIVE EMOTIONAL REACTIONS OF CARE STAFF TO DIFFICULT CHILD BEHAVIOUR." Behavioural and Cognitive Psychotherapy 29, no. 3 (2001): 295–302. http://dx.doi.org/10.1017/s1352465801003034.
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The attributions parents make about the problem behaviour of their children have been shown to be important determinants of their emotional and behavioural reactions to such behaviour. However, this relationship has not been studied in carers of children in residential settings. In this paper we apply Weiner's attributional model of helping to the self-predicted behaviour of 47 carers in residential children's homes in the U.K. Participants identified causes for four children's behaviours, made attributions about these behaviours on dimensions of internality, controllability, globality and stability, reported their emotional reactions to the behaviours on the dimensions of anger and sympathy and reported their likelihood of making extra effort to help in working with these behaviours. Results showed that attributions of controllability and globality, and the emotional response of sympathy were important in predicting reported likelihood of helping. The implications of these results for carer training are discussed.
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Polman, Remco, Naomi Rowcliffe, Erika Borkoles, and Andrew Levy. "Precompetitive State Anxiety, Objective and Subjective Performance, and Causal Attributions in Competitive Swimmers." Pediatric Exercise Science 19, no. 1 (2007): 39–50. http://dx.doi.org/10.1123/pes.19.1.39.
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This study investigated the nature of the relationship between precompetitive state anxiety (CSAI-2C), subjective (race position) and objective (satisfaction) performance outcomes, and self-rated causal attributions (CDS-IIC) for performance in competitive child swimmers. Race position, subjective satisfaction, self-confidence, and, to a lesser extent, cognitive state anxiety (but not somatic state anxiety) were associated with the attributions provided by the children for their swimming performance. The study partially supported the self-serving bias hypothesis; winners used the ego-enhancing attributional strategy, but the losers did not use an ego-protecting attributional style. Age but not gender appeared to influence the attributions provided in achievement situations.
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Collins, Kathryn S., Pamela A. Clarkson Freeman, George Jay Unick, Melissa H. Bellin, Polly Reinicker, and Frederick H. Strieder. "Child Attributions Mediate Relationships Between Violence Exposure and Trauma Symptomology." Advances in Social Work 18, no. 1 (2017): 284–99. http://dx.doi.org/10.18060/21283.
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Violence and trauma exposure have been increasingly investigated as contributing to a range of negative outcomes in child physical, cognitive, emotional, social, and psychological functioning, particularly among youth who are racial/ethnic minorities. This study presents findings related to children's attributions of their violence and trauma exposure. Attributions are inferences made about the cause of an event, situation, or action, with internal, stable, and global attributions most likely to lead to negative psychological outcomes. Data were drawn from an on-going clinical intervention study with families at risk for child maltreatment and/or neglect residing in a large metropolitan city on the East Coast. Mediation models provide evidence for a mediated relationship between violence exposure and PTSD through child attribution. Children develop their definitions of violence, formulate reasons why the violence occurs, and react to violence based on interpreting and developing cognitive attributions and schema about their experiences with violence in order to adaptively cope.
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Kuittinen, Saija, Mulki Mölsä, Raija-Leena Punamäki, Marja Tiilikainen, and Marja-Liisa Honkasalo. "Causal attributions of mental health problems and depressive symptoms among older Somali refugees in Finland." Transcultural Psychiatry 54, no. 2 (2017): 211–38. http://dx.doi.org/10.1177/1363461516689003.
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Causal attributions of mental health problems play a crucial role in shaping and differentiating illness experience in different sociocultural and ethnic groups. The aims of this study were (a) to analyze older Somali refugees’ causal attributions of mental health problems; (b) to examine the associations between demographic and diagnostic characteristics, proxy indicators of acculturation, and causal attributions; and (c) to analyze the connections between causal attributions and the manifestation of somatic-affective and cognitive depressive symptoms. A sample of 128 Somali refugees aged 50–80 years living in Finland were asked to list the top three causes of mental health problems. Depressive symptoms were analyzed using the Beck Depression Inventory (BDI). The results showed that the most commonly endorsed causal attributions of mental health problems were jinn, jealousy related to polygamous relationships, and various life problems. We identified five attribution categories: (a) somatic, (b) interpersonal, (c) psychological, (d) life experiences, and (e) religious causes. The most common causal attribution categories were life experiences and interpersonal causes of mental health problems. Men tended to attribute mental health problems to somatic and psychological causes, and women to interpersonal and religious causes. Age and proxy indicators of acculturation were not associated with causal attributions. Participants with a psychiatric diagnosis and/or treatment history reported more somatic and psychological attributions than other participants. Finally, those who attributed mental health problems to life experiences (e.g., war) reported marginally fewer cognitive depressive symptoms (e.g., guilt) than those who did not. The results are discussed in relation to biomedical models of mental health, service use, immigration experiences, and culturally relevant patterns of symptom manifestation.
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Kimble, Charles E., and Steven D. Seidel. "Do Necessary or Sufficient Causal Information Conditions Affect Attributions More?" Perceptual and Motor Skills 74, no. 3 (1992): 759–69. http://dx.doi.org/10.2466/pms.1992.74.3.759.
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The purpose of this experiment was to determine how single sentences of information about the consensus, distinctiveness, or consistency of a behavioral event affect attributions. The logical model of attribution, derived from Kelley's ideas on covariation, indicates that particular types of information (e.g., low consensus) imply that a person, a stimulus, or a circumstance is a necessary or a sufficient condition for the behavioral event. It was expected that conditions of necessary cause would produce stronger attributions than those of sufficient cause would. We presented low or high consensus, distinctiveness, or consistency information or no information about one of five behavioral events on each of 105 trials. Strength and speed of attribution to a person, a stimulus, or a circumstance were measured on each trial. Conditions of necessary cause did produce the strongest attributions in five of six comparisons, but two of the six sufficient cause conditions also influenced attributions substantially. In general, people appear to know the patterns of information indicating that a factor is a necessary and sufficient condition and use the three-dimensional patterns as templates to fill in missing information for attributions when they consider a single bit of information.
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Walsh, Grace S., and James A. Cunningham. "Regenerative failure and attribution." International Journal of Entrepreneurial Behavior & Research 23, no. 4 (2017): 688–707. http://dx.doi.org/10.1108/ijebr-03-2015-0072.
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Purpose The purpose of this paper is to focus on the processes that occur between entrepreneurs’ primary attribution for failure and the emergent learning dimensions from failure, in the context of regenerative failures. Design/methodology/approach The study focusses on 21 entrepreneurs operating in the producing services sector, a major subsector of the Irish Information and Communication Technology industry. All the entrepreneurs experienced business failure and subsequently re-entered the entrepreneurial sphere at a later date. A qualitative approach examines their attributions for failure, responses to failure, and learning dimensions from failure. Findings Regenerative entrepreneurs’ primary attributions for business failure are examined in detail; four types of failure attributions are uncovered – internal individual level; external firm level; external market level; and hybrid attributions. Entrepreneurs’ attributions impact their responses to the failure; this in turn affects entrepreneurial learning. When failure is primarily attributed to internal factors, the entrepreneur’s response is affective, leading to deep, personal learning about oneself. External attributions (both firm level and market level) result in a primarily behavioural response, with learning focussed on the venture, and networks and relationships. Those primarily attributing failure to hybrid factors have a largely cognitive response and they learn about venture management. Research limitations/implications This study is a retrospective analysis of business failure. Originality/value The study contributes to the growing literature on entrepreneurs’ attributions for business failure by focussing on regenerative failure; it links attributions to – responses to, and learning from, failure. The key contribution to knowledge emerges from the development of a model of the underlying processes affecting learning from failure for regenerative entrepreneurs. The research also establishes and identifies clear links between attributions, responses, and lessons learned in the context of regenerative failure.
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Kurtek, Paweł. "Causal attribution and coping with classmates’ isolation and humiliation in young adults with mild intellectual disability." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 2 (2020): 101–15. http://dx.doi.org/10.1108/jidob-10-2019-0019.
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Purpose The purpose of this study is to consider the role of causal attribution of isolation and humiliation from classmates in the coping of young people with mild intellectual disability. Design/methodology/approach The R-PI test (Kurtek, 2018) was administered to a sample of 151 transition-age students (age 18-22 years) in Poland. It consists of vignettes that describe stressful situations in which classmates might engage in isolating or humiliating behavior directed at the respondents. The respondents’ coping responses were interpreted according to a coding system based on a multi-axis approach by Hobfoll (1998) and Kelley’s attribution theory (1973). Findings The results have revealed that a majority of attributions are of defensive character. However, it was found that the justifying attributions were significantly associated with prosocial coping and the accusing attributions were related to antisocial coping. Research limitations/implications Because a vignette study is not based on actual interactions, the results refer to cognitive rather than behavioral performance. Practical implications The implications for supporting coping skills through attribution training, especially for youth with aggressive and passive behaviors, are discussed. Social implications Promoting positive and situational attributions to stressful interactions with classmates increases the likelihood of prosocial coping. Originality/value Applied cognitive approaches emphasize each respondent’s subjective perspective in attempting to explain humiliating and isolating incidents from classmates and the various coping strategies they personally considered effective in these situations. The present study contributes to the relatively small current literature available in this area.
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DeCarlo, Thomas E., and Thomas W. Leigh. "Impact of Salesperson Attraction on Sales Managers’ Attributions and Feedback." Journal of Marketing 60, no. 2 (1996): 47–66. http://dx.doi.org/10.1177/002224299606000204.
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The authors develop a model of how a salesperson's task and social attraction affect a sales manager's causal attributions explaining the salesperson's poor performance and the manager's corrective feedback based on these attributions. The authors’ experimental results, based on a sample of 218 sales managers, suggest that (1) causal attributions, cognitive effort, and decision confidence are directly affected by task and social attraction; (2) the effects of task and social attraction on coercive feedback are mediated by internal attributions; and (3) external attributions play a partial, but negative, mediating role for nonpunitve feedback. The authors also find evidence that interpersonal affect directly influences manager feedback. Implications for research and practice are developed that recognize that appraisal processes are influenced by affect and attributional considerations, not simply bias and inaccuracy in rating performance itself.
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O'Connor, Brian P. "ACTORS AND OBSERVERS: ARE THEIR DESCRIPTIONS OF BEHAVIOR INDICATIONS OF THEIR CAUSAL ATTRIBUTIONS?" Social Behavior and Personality: an international journal 16, no. 2 (1988): 207–13. http://dx.doi.org/10.2224/sbp.1988.16.2.207.
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Although much of the support for the actor-observer causal attribution hypothesis comes from behavior description studies, the difference between behavior description and causal attribution has been neglected in actor-observer research. Behavior descriptions (e.g., trait ratings) are affected by the size and complexity of one's cognitive schemata about the person being described, which may be unrelated to causal attributions. To test this possibility, pairs of subjects engaged in a brief conversation and then made either trait ratings or causal attributions about their own or the other person's behavior. Although observers made more extreme trait ratings than did actors (supporting the schema complexity notion), observers also made stronger external causal attributions than did actors (contradicting the actor-observer hypothesis). It is concluded that actor-observer differences in descriptions of behavior do not necessarily reflect differences in causal perceptions.
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Allen, Judith L., Lydia D. Walker, David A. Schroeder, and David E. Johnson. "Attributions and attribution-behavior relations: The effect of level of cognitive development." Journal of Personality and Social Psychology 52, no. 6 (1987): 1099–109. http://dx.doi.org/10.1037/0022-3514.52.6.1099.
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Sumekto, Didik Rinan, and Heny Setyawati. "Revealing lecturer’s paralinguistic attribution: How the visual manner contributes to students’ non-cognitive skills." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 559–71. http://dx.doi.org/10.17509/ijal.v9i3.23206.
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Classroom-based communication requires an appropriate contribution from lecturer’s perspectives to address students’ non-cognitive skills. This study examines the paralinguistic attribution contributions deriving from lecturer’s visual manner. Of 504 pre-service English teachers, 120 freshmen participated in this study. Data collection used the questionnaire through a random sampling selection from lecturer’s writing instruction. Data analysis used the multiple regression analyses with the significance level (p-value) of .05. The findings exhibited that lecturer’s paralinguistic attributions, namely: articulation (t = 1.073; p = .286), sonority (t = 2.896; p = .005), loudness (t = 3.433; p = .001), facial expression and lips setting (t = 1.097; p = .275), and gesture (t = 2.323; p = .022) contributed a significant influence towards the writing class instruction positively. The effectiveness of the paralinguistic attributions contributed 45.5% from overall findings shown in this study, in which the regression analysis statistically addressed that F = 19.017, R² = .455, and p .05. This study concludes the existence of the paralinguistic attributions accommodates freshmen’s learning maturation in lecturer’s instructional modes.
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Sumekto, Didik Rinan, and Heny Setyawati. "REVEALING LECTURER�S PARALINGUISTIC ATTRIBUTION: HOW THE VISUAL MANNER CONTRIBUTES TO STUDENTS� NON-COGNITIVE SKILLS." English Review: Journal of English Education 8, no. 1 (2019): 59. http://dx.doi.org/10.25134/erjee.v8i1.2146.
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Classroom-based communication requires an appropriate contribution from lecturer and students� roles to constitute their non-cognitive skills. This study examines the paralinguistic attribution contributions deriving from lecturer�s visual manner. Of 504 pre-service English teachers, 120 freshmen participated in this study. Data collection used the questionnaire through a random sampling selection from lecturer�s writing class instruction. Data analysis used the multiple regression analyses with the significance level (p-value) of .05. The findings exhibited that lecturer�s paralinguistic attributions, namely: articulation, sonority, loudness, facial expression and lips setting and gesture positively contributed a significant influence towards writing class instruction. The effectiveness of the paralinguistic attributions contributed 45.5% of overall outputs shown in this study and the regression analysis dealt with F = 19.017, R� = .455, and p< .05. This study concludes the existence of the paralinguistic attributions adapts the freshmen�s learning maturation in the lecturer�s instructional modes.
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Rodriguez, Christina M. "Predicting Parent–Child Aggression Risk: Cognitive Factors and Their Interaction With Anger." Journal of Interpersonal Violence 33, no. 3 (2016): 359–78. http://dx.doi.org/10.1177/0886260516629386.
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Several cognitive elements have previously been proposed to elevate risk for physical child abuse. To predict parent–child aggression risk, the current study evaluated the role of approval of parent–child aggression, perceptions of children as poorly behaved, and discipline attributions. Several dimensions of attributions specifically tied to parents’ discipline practices were targeted. In addition, anger experienced during discipline episodes was considered a potential moderator of these cognitive processes. Using a largely multiple-indicator approach, a sample of 110 mothers reported on these cognitive and affective aspects that may occur when disciplining their children as well as responding to measures of parent–child aggression risk. Findings suggest that greater approval of parent–child aggression, negative perceptions of their child’s behavior, and discipline attributions independently predicted parent–child aggression risk, with anger significantly interacting with mothers’ perception of their child as more poorly behaved to exacerbate their parent–child aggression risk. Of the discipline attribution dimensions evaluated, mothers’ sense of external locus of control and believing their child deserved their discipline were related to increase parent–child aggression risk. Future work is encouraged to comprehensively evaluate how cognitive and affective components contribute and interact to increase risk for parent–child aggression.
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Pillow, David R., and Rodger W. Dougherty. "Dysphoria and the Failure to Perceive and Use Discounting Information: Implications for Internalizing Negative Feedback." Perceptual and Motor Skills 83, no. 1 (1996): 107–13. http://dx.doi.org/10.2466/pms.1996.83.1.107.
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The present study examined the proposition that dysphoric individuals make internal attributions because they do not use available discounting cues. To test this hypothesis, 23 dysphoric and 32 nondysphoric college students were either provided a discounting cue or were led to believe that an internal attribution for failure was appropriate (no discounting cue). On the primary measure of internality, nondysphoric individuals made greater external attributions when a discounting cue was available than they did when no such cue was present, but attributions made by dysphoric individuals were unaffected by the presence of a discounting cue. On the other hand, using a secondary dependent measure inserted to replicate a prior study in this area, key comparison differences were not obtained.
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Morgan, Charles H., Dean W. Owen, Arden Miller, and Martha L. Watts. "Variations in Stress Responses as a Function of Cognitive and Personality Variables." Psychological Reports 59, no. 2 (1986): 575–83. http://dx.doi.org/10.2466/pr0.1986.59.2.575.
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Prior research shows wide individual differences in perception of and response to stressful life events. The present study examined the extent to which those differences could be attributable to individual differences in one's feelings of general self-efficacy or to characteristic ways of attributing causality for possible successful resolution of the problem posed. A sample of 273 undergraduate students were surveyed to ascertain their estimates of the stressfulness of four of 16 stressful life events as well as their attributions of the causality of successful resolution and the individuals' scores on the Self-efficacy Scale. Subjects' ratings of stressfulness were quite consistent regardless of the specific definition of stress used, were significantly, but at a low level, related to felt self-efficacy, and were inconsistently related to attributional characteristics. Further directions for research in the situational and individual interaction in assessing the impact of stressful events are suggested.
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Yaros, Anna, John E. Lochman, and Karen Wells. "Parental aggression as a predictor of boys’ hostile attribution across the transition to middle school." International Journal of Behavioral Development 40, no. 5 (2016): 452–58. http://dx.doi.org/10.1177/0165025415607085.
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Aggression among youth is a public health problem that is often studied in the context of how youth interpret social information. Social cognitive factors, especially hostile attribution biases, have been identified as risk factors for the development of youth aggression, particularly across the transition to middle school. Parental behaviors, including parental aggression to children in the form of corporal punishment and other aggressive behavior, have also been linked to aggressive behavior in children at these ages. Despite the important role played by these two risk factors, the connection between the two has not been fully studied in the literature. This study examined the link between parental aggression and children’s hostile attributions longitudinally among a diverse sample of 123 boys as they entered middle school. Results support acceptance of a model in which parental aggression to children prior to entering middle school predicted children’s hostile attributions after the transition to middle school above and beyond that which was predicted by previous levels of hostile attributions. As expected, hostile attributions also predicted change in parent- and teacher-rated child aggression. These findings provide important evidence of the role that parental behavior plays in youth social cognition at this critical age, which has implications for understanding the development of aggressive behavior.
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Chandler, Theodore A., and Carl J. Spies. "Relationship of Attribution, Expectancy, Performance, and Perceived Success to Change in Examination Preparation Strategies." Perceptual and Motor Skills 74, no. 3 (1992): 711–22. http://dx.doi.org/10.2466/pms.1992.74.3.711.
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The major purpose of this study was to investigate the relationship between change in strategies of preparation for examination and attributions, perceived success, and performance. Prior to each of three examinations in the course, 229 undergraduate students in introductory sociology and psychology were asked their expected score/grade. Change in strategies for preparation was assessed prior to Examinations 2 and 3. Subsequent to all three examinations students were assessed on attribution, satisfaction, and perceived success. Change per se and three of the strategies for change were related to performance, specific attributions, and perceived success.
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Jaworski, Theresa Marie, and Nancy C. Hubert. "Mother's attributions for their children's cognitive abilities." Infant Behavior and Development 17, no. 3 (1994): 265–75. http://dx.doi.org/10.1016/0163-6383(94)90005-1.
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Moore, Todd M., Gregory L. Stuart, Richard M. Eisler, and Joseph J. Franchina. "The Effects of Relationship Aversive Female Partner Behavior on Attributions and Physiological Reactivity of Verbally Aggressive and Non-Aggressive Males." Violence and Victims 18, no. 1 (2003): 95–106. http://dx.doi.org/10.1891/vivi.2003.18.1.95.
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The present study assessed the effects of aversive female partner behavior on cognitive attributions and physiological reactivity in verbally aggressive and non-aggressive college males (N= 39). Participants were presented four audiotaped vignettes which depicted hypothetical dating situations in which the female’s behavior was relationship aversive or non-relationship aversive. Participants’ physiological reactivity (i.e., systolic blood pressure, diastolic blood pressure, and heart rate) was obtained before and after hearing each vignette. Attributional responses were obtained following the presentation of all vignettes. Relationship aversive partner behavior was expected to produce greater increases in attributional and physiological reactivity than non-relationship aversive partner behavior. Additionally, verbally aggressive males were expected to demonstrate greater negative intent and responsibility attributions and evidence greater physiological reactivity for situations involving relationship aversive partner behavior than were non-aggressive males. As hypothesized, results showed that relationship aversive partner behavior produced greater increases in systolic and diastolic blood pressure than did non-relationship aversive partner behavior. Results also showed that verbally aggressive males evidenced significantly greater negative attributions to relationship aversive partner behavior than did non-aggressive males. The potential interaction between physiological reactivity and attributions in explaining males’ verbally aggressive behavior toward their female partners is discussed.
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Nanke, Alexandra, and Winfried Rief. "Biofeedback-based interventions in somatoform disorders: a randomized controlled trial." Acta Neuropsychiatrica 15, no. 4 (2003): 249–56. http://dx.doi.org/10.1034/j.1601-5215.2003.00028.x.
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Background and aim:The aim of the controlled therapy study was to evaluate the effect of a 6 session biofeedback intervention program on cognitive aspects of patients with somatoform disorders. The treatment consisted of psycho-physiological demonstrations how mental processes can influence biological functions. We expected this treatment to be of high credibility, to change maladaptive cognitions, to enhance acceptance of psychosocial causal attribution and to improve coping.Methods:Patients were assessed using a structured interview to diagnose somatization syndrome (SSI-8) and comorbidity according to DSM-IV criteria. Fifty patients were recruited and randomly assigned to biofeedback treatment or control relaxation group. Participants completed a questionnaire battery assessing cognitive characteristics, causal attributions and controllability before and after intervention as well as evaluation protocols for each session.Results:The results suggest that biofeedback modified the patients' cognitive schemata: Patients with somatization syndrome of the biofeedback group showed a greater reduction of catastrophizing of somatic sensations and higher acceptance of psychosocial causal attributions than the control group. Both groups improved significantly in the conviction of self-efficacy.
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Garcia-Franco, Mar, Sonia Vilamala-Anton, Gemma Prat, et al. "M218. RELATIONSHIP BETWEEN JUMPING TO CONCLUSIONS AND OTHER COGNITIVE BIASES AND SOCIAL COGNITION IN PEOPLE WITH SCHIZOPHRENIA." Schizophrenia Bulletin 46, Supplement_1 (2020): S218—S219. http://dx.doi.org/10.1093/schbul/sbaa030.530.
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Abstract Background Deficits in jumping to conclusions and social cognition have been described in people with schizophrenia. The aims of the study are to relate jumping to conclusions with social cognition and other cognitive biases in people with schizophrenia attended in rehabilitation services. Methods A descriptive study was performed. The subjects of our study were persons from 18 to 65 years old, attended in rehabilitation services, with schizophrenia diagnoses and other diagnoses with presence of psychotic symptoms (depression, bipolar disorder, borderline disorder, delusional disease, schizoaffective, and schizotypal personality). The variables included were JTC considered three beads tasks with different proportions: 85:15%, 60:40% and 60:40% salient task. Moreover, cognitive insight (BCIS), attributional style (IPSAQ), and Hinting Task -Theory of Mind (ToM) were assessed. A T student analysis was done in order to compare JTC with the rest of the quantitative variables. Results People who jump to conclusions in the salient task scored higher in self-certainty BCIS (p=0.028), in self attribution for negative events (p=0.036) and lower in attribution to other people of negative events (p=0.028). A tendency was found between the presence of JTC and ToM (p=0.051). In the task of 85-15 only a tendency was found between presence of JTC and higher scores in the personalizing bias (p=0.079). Moreover, in the task of 60:40 a tendency was found between presence of JTC and worse performance in the ToM test (p=0.051). Discussion We found a relationship between jumping to conclusions and self-certainty and self-attributions for negative events; as well as, it is a tendency that higher jumping to conclusions is related with worst ToM. There are important clinic implications of this, because we know that jumping to conclusions and theory of mind is related with the formation and maintenance of delusions.
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Glaser, Brian A., Georgia B. Calhoun, and Arthur M. Horne. "Cognitions and Attributions of Abused, Aggressive, and Control Children." Journal of Cognitive Psychotherapy 13, no. 2 (1999): 107–19. http://dx.doi.org/10.1891/0889-8391.13.2.107.
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This study examined differences in general cognitions, specific attributions of parent behavior, and cognitions and attributions related to self among abused, aggressive and control children during a problem-solving task with their mothers. All participants were from impoverished, single-parent, mother-headed families. Data were gathered in the participants’ homes. Abused children had few positive cognitions and attributions which seems to support the “less positive but not necessarily more negative” hypothesis (Wolfe, 1985). Findings for aggressive children revealed unexpectedly high positive general cognitions and attributions toward parent behavior and low positive cognitions related to self. These findings are consistent with those of Lochman and Dodge (1994). The results of the current study supports Dodge’s (1993) position that specific processing tendencies are characteristic of particular groups of children and that the cognitions and attributional styles are different for each of these groups.
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Green, Thomas D., Roger C. Bailey, Otto Zinser, and Dale E. Williams. "Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance." Psychological Reports 75, no. 3_suppl (1994): 1555–62. http://dx.doi.org/10.2466/pr0.1994.75.3f.1555.
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Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.
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McAuley, Edward, and Terry E. Duncan. "Cognitive Appraisal and Affective Reactions Following Physical Achievement Outcomes." Journal of Sport and Exercise Psychology 12, no. 4 (1990): 415–26. http://dx.doi.org/10.1123/jsep.12.4.415.
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This investigation examined the roles of intuitive (subjective performance perceptions) and reflective (causal attributions) appraisals in the generation of affective reactions to gymnastic performance. Both intuitive and cognitive appraisal were significant predictors of general affect, whereas self-related affects were predominantly influenced by intuitive appraisal and other-related affect by causal dimensions. The stability dimension evidenced the strongest relationship with both general and other-related affective reactions. Commonality analyses determined both types of appraisal to account for up to 14.7% of the cojoint variance in emotional reactions, suggesting that intuitive appraisal may well be perceived as causal attributions under certain circumstances. The findings are discussed in terms of the conditions under which attributions augment the emotion process and the importance of assessing perceptions of performance.
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Bachelor, Alexandra. "Specificity and Persistence of Cognitive-Dynamic Characteristics in Elderly Depression." Canadian Journal on Aging / La Revue canadienne du vieillissement 15, no. 2 (1996): 198–225. http://dx.doi.org/10.1017/s0714980800006711.
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ABSTRACTGiven the lack of research in clinically depressed elders, and drawing on an integrative perspective, this study examined predictions of three prominent psychological models of depression (cognitive, learned helplessness, and psychodynamic theory) in a sample of elderly depressed patients. The hypothesized specificity to depression and stability of representative psychological characteristics were evaluated by comparing levels of 25 clinically depressed elders, 20 nondepressed psychiatric controls and 28 nondepressed medical controls, at hospitalization (Tl), discharge (T2) and five months later (T3). Also, the relative contribution of theory-based variables to depression severity at discharge and at follow-up was explored. While elderly depressed patients showed, overall, significantly higher levels of maladaptive cognitions, biased attributions, and selected depressogenic personality traits than medical controls, these variables did not discriminate among depressives and psychiatric controls, with the exception of negative automatic thinking, and pessimistic attributions in females. Positive attributional style and hedonism did not discriminate among subject groups. Support was found for the stability, in the depressed group, of purportedly traitlike characteristics through hospitalization to follow-up. Multiple regression analyses indicated that initial symptomatology level was the strongest predictor of both discharge and follow-up depression severity, whereas selected variables from each theoretical model contributed marginally, depending on the time of assessment.
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Guo, Qian, Jennifer B. Unger, Stanley P. Azen, et al. "Cognitive attributions for smoking among adolescents in China." Addictive Behaviors 35, no. 2 (2010): 95–101. http://dx.doi.org/10.1016/j.addbeh.2009.09.008.
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Sturman, Edward D., Myriam Mongrain, and Paul M. Kohn. "Attributional Style as a Predictor of Hopelessness Depression." Journal of Cognitive Psychotherapy 20, no. 4 (2006): 447–58. http://dx.doi.org/10.1891/jcpiq-v20i4a008.
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Stable and global attributions for negative events were tested as predictors of hopelessness depression symptoms, obtained from a diagnostic interview for a past depressive episode in a sample of 102 graduate students. All participants were administered the Structured Clinical Interview for DSM–IV, Center for Epidemiological Studies Depression Scale, Personal Style Inventory, and a modified version of the Extended Attributional Style Questionnaire. A stable and global attributional style for negative events was significantly associated with a composite of hopelessness depression symptoms. A regression analysis revealed that attributional style significantly postdicted hopelessness depression symptoms when controlling for both sociotropy and autonomy. Structural equation modeling supported a model in which stable and global attributions predicted a latent variable, which we refer to as a motivational deficit, involving psychomotor retardation and fatigue as indicators. Therefore, this study obtained some support for the hopelessness model and highlights the vulnerability posed by attributional style ( Abramson, Metalsky, & Alloy, 1989 ).
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Martin, Maryanne, and Catherine Crane. "COGNITION AND THE BODY: SOMATIC ATTRIBUTIONS IN IRRITABLE BOWEL SYNDROME." Behavioural and Cognitive Psychotherapy 31, no. 1 (2003): 13–31. http://dx.doi.org/10.1017/s1352465803001036.
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How do somatic causal attributions for symptoms relate to treatment seeking behaviour in Irritable Bowel Syndrome (IBS)? How might a tendency to make somatic attributions influence an individual's cognitive representation of their illness once a diagnosis of IBS is established? In Study 1 attributions about symptoms were investigated in treatment-seekers and non treatment-seekers with IBS. Treatment-seekers had an increased tendency to make somatic attributions for both gastrointestinal symptoms and physiological symptoms characteristic of anxiety and depression, although they did not differ from non treatment-seekers in the severity of these symptoms or in their reports of psychological distress. Treatment-seekers also perceived themselves to be significantly less resistant to illness and to be significantly more likely to have poor health in the future than non treatment-seekers. In Study 2, 20 treatment seekers with chronic symptoms of IBS completed measures of mood and of the degree to which they viewed a range of symptoms as a part of their IBS. Physiological symptoms of anxiety and depression were seen as a part of IBS by a considerable proportion of the sample. Higher levels of depression were associated with an increased tendency to see physiological symptoms of anxiety and depression and even symptoms of colds as “a part of” IBS. It is concluded that a somatic attributional style may contribute both to initial treatment seeking for symptoms of IBS and the subsequent maintenance and exacerbation of the disorder once a diagnosis is established.
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Scotto, Silvia Carolina. "Empatia, antropomorfismo e cognição animal." Principia: an international journal of epistemology 19, no. 3 (2016): 423. http://dx.doi.org/10.5007/1808-1711.2015v19n3p423.
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http://dx.doi.org/10.5007/1808-1711.2015v19n3p423In this paper I argue that attributions of certain cognitive abilities to some animal species, based on inter-species empathy, are supported on a presupposition according to which those animal species are minded creatures. This implicit premise gives support to a “transcendental” argument, based on empathy, in favor of animal cognition, that justifies the anthropomorphic character of ordinary psychological attributions. Furthermore, abundant empirical grounds and theoretical hypothesis explain the nature and the adaptive functions of empathy and anthropomorphism, shaping a complementary “cognitive-evolutive” argument. The two faces of this “empathic argument”, the trascendental and the empirical one, strengthen the idea of a line of relative continuity between our ordinary point of view about us and our ordinary point of view about some animal species, that is founded on the existence of a line of continuity between species, and therefore, on an evolutionary explanation of these socio-cognitive basic abilities.
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Der-Karabetian, Aghop, and Michelle Preciado. "Mother-Blaming among College Students." Perceptual and Motor Skills 68, no. 2 (1989): 453–54. http://dx.doi.org/10.2466/pms.1989.68.2.453.
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The purpose of this study was to examine the tendency for mother-blaming among college students to determine if such a bias existed outside the clinical profession. The subjects were 49 men and 50 women at a small private university, who were asked to attribute responsibility for 45 behavioral and personal-psychological problems to one of the following targets: Father, Individual, Mother, and Society. Analysis showed Individual receiving most attributions, followed by Society, Mother, and Father, in that order. Relatively more problems are blamed on Mother than on Father, with a tendency to blame mothers for emotional problems such as dependency and shyness and fathers for behavioral-physiological problems such as child abuse and alcoholism. Intercorrelations of the number of attributions made to different targets clearly suggest that there are parent-blamers, society-blamers, and individual-blamers. Implications of blame attribution for mental health are acknowledged.
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Heller, Nina Rovinelli, and Terry Brumley Northcut. "Assessment of cognitive schemas and attributions in psychodynamic treatment∗." Smith College Studies in Social Work 68, no. 2 (1998): 185–202. http://dx.doi.org/10.1080/00377319809517523.
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Guo, Qian, Jennifer B. Unger, Stanley P. Azen, David P. MacKinnon, and C. Anderson Johnson. "Do cognitive attributions for smoking predict subsequent smoking development?" Addictive Behaviors 37, no. 3 (2012): 273–79. http://dx.doi.org/10.1016/j.addbeh.2011.11.002.
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