In the field of social and personality psychology, understanding how people perceive the motivation and reasons of their behavior with others is the key to interpreting human social interaction. Social cognition and attribution theory is the core of this field, revealing how we interpret our own and others’ behaviors and how these explanations affect our judgments and behaviors. This article will explain the classic psychological effects related to social cognition and attribution in detail, including:
- Fundamental Attribution Error
- Actor-observer Bias
- Self-serving Bias
- Just-world Hypothesis
- In-group Favoritism
- Out-group Homogeneity Effect
- Stereotype Threat
- Stereotype Boost
- Stereotype Reactance
- Self-fulfilling Prophecy
- Pygmalion Effect
- Golem Effect
- Halo Spillover
- Labeling & Stigma
- Barnum/Forer Effect
All psychological effects are combined with authoritative psychological theories and experiments, and help you understand the essence of these effects, experimental support, realistic application and critical analysis in an easy-to-understand manner, and improve your psychological literacy and practical application ability.
Fundamental Attribution Error
What is a basic attribution error?
Fundamental Attribution Error is a very important cognitive bias in social psychology. Simply put, it refers to people tend to attribute the cause of their behavior to the other party’s inherent traits (such as personality, intention, or attitude) when observing others’ behaviors, and ignore or underestimate the impact of external situational factors.
For example, if someone sees someone suddenly brake in a car, someone may immediately think that 'he is reckless in driving' or 'he is impatient', without considering that there may be an emergency ahead or the road conditions are not good. This bias shows that when we explain other people's behavior, we overemphasize the 'person' itself and ignore the role of the environment and specific situations.
Background source and core principles
First proposed by social psychologist Lee Ross in 1977, this effect reflects a general deviation in human social cognition. It originates from human attribution patterns of behavioral causes, internal factors (individual traits) are more likely to be perceived and remembered than external factors (environmental factors). People tend to use 'psychological projection' to make quick judgments when they lack detailed information.
As observers, we often can only see the act itself and the 'actor' of the actor, but we do not understand the specific environment and background information they are in. Therefore, a person's psychological tendency is to use simplified 'personality labels' to explain behavior, which makes the judgment faster but not comprehensive enough.
Classic experimental basis
Jones and Harris (1967) designed a famous experiment to allow participants to read articles about a politician, informing the author whether they wrote voluntarily or were forced to write. The results show that even if the author is known to be forced to write, participants still tend to think that the content of the article reflects the author's true attitude, indicating that people are prone to ignore situational constraints.
Realistic application
Basic attribution errors are extremely common in workplace, education, justice and other scenarios. For example, managers may overattribute employees’ work performance to their “poor competence” rather than working conditions, resulting in misjudgment and injustice. Understanding this effect will help to cultivate a more comprehensive perspective and promote fair evaluation.
Critical Analysis
Although basic attribution errors are common, they do not hold true in all cultures and situations. Cross-cultural research has found that people pay more attention to situational factors in collectivist culture. In addition, the availability of situational information also affects the tendency to attribution. The more sufficient the information, the smaller the basic attribution error.
Actor-observer Bias
What is acter-observer bias?
Actor-observer bias is a common attribution bias that refers to the systematic differences in people’s explanation of the causes of their own and others’ behavior:
- As actors (self) , we tend to attribute our behavior to external environment or situational factors, such as “traffic jams on the road cause me to be late”.
- As observers (others) , we are more likely to attribute other people's behavior to their inner traits or personality, such as 'he is late because he is not punctual and irresponsible.'
This deviation is mainly because the actor can obtain more details about his own situation than the observer, while the observer can only infer through the behavior itself and lacks complete background information, so it is easier to make attribution based on personality traits.
To give a simple example: When you do not do well in the exam yourself, you may say that it is 'the test questions are too difficult' or 'the physical condition is not comfortable', but when you see others fail in the exam, you are more likely to think that 'he did not review carefully' or 'insufficient ability'.
Understanding actor-observer bias helps us to see our behavior with others more tolerant and comprehensively, reducing misunderstandings and bias.
Background source and core principles
Proposed by Jones and Nisbett in 1971, the core principle lies in different perspectives. The actor directly experiences his own situation and is rich in information; the observer only makes inferences through behavioral representations, and the information is limited, resulting in attribution differences.
Classic experimental basis
During the experiment, participants were asked to explain their own and others' behaviors, such as being late, performing, etc. It is generally found that one is attributed to situations (traffic jams, fatigue) and to others to personality defects (lazy, irresponsible).
Realistic application
This effect is common in interpersonal conflicts and misunderstandings. For example, when a couple quarrels, they defend themselves for environmental reasons and accuse the other party of their personality problems. Recognizing this bias can promote understanding and tolerance and reduce conflict.
Critical Analysis
The universality of actor-observer bias is questioned, and some studies show that it is not obvious in some situations or cultures. In addition, individual reflection ability and information accessibility also affect the size of the deviation.
Self-serving Bias
What is self-interest attribution bias?
Self-serving bias refers to people tend to attribute success to their own internal factors (such as ability, effort) when explaining the reasons for their behavior, and attributing failure to external environment or uncontrollable factors (such as bad luck, environmental impact). This bias helps protect and enhance individual self-esteem and maintain a positive self-image.
To give a simple example: when you have good grades in the exam, you may think it is because you are serious in your studies and have strong abilities; when you have poor grades, you may be attributed to the difficult test questions and the unfair teacher's questions, rather than your own shortcomings.
Although this attribution can help people maintain mental health, if overused, it may lead to a lack of responsibility and insufficient self-reflection, affecting personal growth and interpersonal relationships.
Background source and core principles
This effect reflects the self-protection mechanism of human beings and originates from the psychological self-esteem theory. When successful, emphasize internal factors to enhance self-worth, and when failure, emphasize external factors to avoid self-blame and negative emotions.
Classic experimental basis
Meta-analysis conducted by Mezulis et al. in 2004 showed that the vast majority of people had self-interest attribution bias, especially in important tasks or competitive scenarios.
Realistic application
Self-interest attribution bias helps maintain a positive self-image and motivates continuous efforts, but excessively may lead to responsibility escape and self-inflation. In management and education, reasonable guidance of attribution is conducive to individual growth.
Critical Analysis
The bias of self-interest attribution is affected by cultural differences, and the tendency of self-interest in collectivist culture is weak. In addition, extreme self-interest attribution can lead to social disorders and reality deviations.
Just-world Hypothesis
What is the just world belief effect?
Just-world hypothesis refers to people's tendency to believe that the world is fair and orderly, and everyone will get the results they deserve: good people will receive good rewards, and bad people will receive punishment. In other words, people believe that 'karma' is inevitable and that the world is 'just'.
This belief helps people maintain a sense of psychological security and control, because if the world is unfair, life is full of randomness and disorder, which can make people feel anxious and helpless. Therefore, even if you see others suffering misfortune or injustice, people will subconsciously look for reasons to 'rationalize' this phenomenon, such as thinking that the victim did something 'wrong', which leads to the current results.
In short, the just world belief effect is the psychological assumption that humans are trying to uphold the “world is just”, thereby reducing anxiety about uncertainty and negative events, but this belief may lead to blame and lack of sympathy for the victims.
Background source and core principles
Proposed by psychologist Melvin Lerner in the 1960s, the core is to maintain psychological stability and sense of security, and the belief that the world is fair can reduce anxiety about randomness and disorder.
Classic experimental basis
Lerner's experiment allowed participants to observe the victims' electric shock, and the participants tended to believe that the victims had done something 'wrong' to explain the reasons for suffering.
Realistic application
This effect is common in social bias, discrimination, and victim blame. For example, victims are considered “deserved”, which hinders social assistance and compassion.
Critical Analysis
Although the belief in a fair world is psychologically useful, it can lead to social injustice and a lack of empathy. Recognizing its negative effects can help promote a more just social attitude.
In-group Favoritism
What is the intragroup preference effect?
In-group preference effect refers to people tend to show more favorable, trust and support for the members of the group they belong to, while being relatively indifferent and even biased towards members of the group. This effect makes us more willing to help, praise, and tolerate people in our 'circle', and at the same time give them preferential treatment in terms of resource allocation, social evaluation, etc.
Simply put, it is 'I help myself with others', which is a psychological tendency deeply embedded in human social behavior, strengthening the sense of group identity and belonging. However, excessive intragroup preferences can lead to exclusion of outgroups and even lead to prejudice and conflict, so understanding and managing this effect is very important for building a harmonious society.
Background source and core principles
The core reason behind this psychological effect is the social identity theory: individuals enhance self-esteem and self-worth by identifying with a certain group, so they will unconsciously favor inner groups to maintain the group image and interests of their own belonging.
Based on social identity theory (Tajfel & Turner), people gain self-esteem through identifying groups, and favoring inner groups is a way to enhance their sense of self-worth.
Classic experimental basis
Tajfel's 'minimum group paradigm' experiment shows that people show obvious intragroup preferences even when grouped by artificially randomly.
Realistic application
This psychological effect explains the phenomena of teamwork, national identity and social exclusion. Intragroup preferences are very common in every level of daily life, work teams, ethnic relations, etc. For example, company employees are more inclined to support colleagues in the department and have stronger trust and cooperation within ethnic or cultural groups. Enterprises and social organizations should pay attention to avoiding inequalities and divisions caused by intragroup preferences.
Critical Analysis
Although intragroup preferences are conducive to group cohesion, excessive growth will aggravate prejudice and conflict. Cross-group contact and shared goals can mitigate this effect.
Out-group Homogeneity Effect
What is the outgroup homogeneity effect?
Out-group homogeneity effect refers to people tend to perceive their individual differences and diversity when they look at their group (in-group) members; while when they look at their group (out-group) members, they tend to think that they are all very similar and lack individual differences.
Simply put, 'the people in other people's families are the same', while 'our own people are different'.
Background source and core principles
This psychological effect originates from the psychological need for cognitive simplification, which summarizes the outgroup as 'a whole' to reduce cognitive burden, while maintaining the complex and diverse image of the intragroup.
That is, when facing strange groups, in order to reduce cognitive burden, the brain often treats out-group members as a whole and does not distinguish individual differences. At the same time, this is also related to social identity and sense of belonging, emphasizing the diversity of intragroups to enhance the sense of identity, while 'unification' of outgroups may strengthen the sense of difference between groups.
Classic experimental basis
The study found that people tend to regard outgroups as homogeneity, and distinguish intragroup members more carefully.
Realistic application
This effect deepens stereotypes and hinders cross-group understanding. Education and communication can help break this cognitive bias.
Critical Analysis
The homogeneity of outgroups is likely to lead to the formation of stereotypes in real life, aggravating prejudice and discrimination, and hindering cross-group understanding and harmonious coexistence.
Modern research has found that outgroup homogeneity bias can be reduced through inter-individual interaction.
Stereotype Threat
What is the stereotype threat effect?
Stereotype Threat refers to the phenomenon that when a person realizes that the group he belongs to is labeled with a negative stereotype by society, he will worry that his performance will verify this negative impression, which will in turn create tension and anxiety, resulting in a decline in actual performance.
Simply put, it is 'I know that others have stereotyped views of me as a group, and I am afraid that my poor performance will prove that they are right.' This kind of worry will interfere with attention and thinking ability, and make people perform worse.
Background source and core principles
This psychological effect was first verified by psychologists Claude Steele and Joshua Aronson in 1995, reflecting the influence of stereotypes on cognitive resources and self-confidence.
Classic experimental basis
In the classic experiments of Steele and Aronson, African-American students’ math test scores were worse than those without reminders after being reminded of their racial identity, indicating that activation of negative stereotypes actually affects performance and shows threat effects.
Realistic application
The field of education should avoid unintentional activation of stereotypes, adopt motivating language and fair assessments to promote equal performance.
Critical Analysis
Some studies question the universality of the threat effect, and there are individual differences in the intervention effect.
The stereotype threat effect tells us that society’s stereotypes about groups are not only prejudice, but also truly limit the individual’s ability to perform through psychological mechanisms. This also reminds educators and managers to avoid inadvertently activate these negative stereotypes when assessing and motivating, thereby creating a more equitable and supportive environment for group members.
Stereotype Boost
What is the stereotype enhancement effect?
Stereotype Boost refers to the fact that when a person realizes that the group he belongs to has a positive stereotype, this positive expectation can inspire him or her to perform better, thereby actually improving his or her performance.
Usually, the stereotypes we hear are mostly negative and are prone to stereotype threats (Stereotype Threat), that is, worrying that one's performance is in line with negative labels and affecting performance. But the stereotype enhancement effect is the opposite phenomenon - when a group is given a positive, positive trait label, members will feel the pressure becomes motivation after knowing this, thus performing excellently.
Background source and core principles
Stereotypes can not only negatively affect but also improve performance through positive expectations. The psychological effect of stereotype enhancement is based on social psychology's theory of self-expectation and social identity. Research has found that individuals have enhanced cognitive resources and self-confidence under the activation of positive stereotypes. This reflects to some extent how social expectations affect individual self-efficacy and behavioral performance.
Classic experimental basis
Classic research was conducted by Shih et al. (1999), and found that Asian American women performed significantly better in math tests when they were reminded of group identities of 'Asians are good at math'. This shows that the activation of positive stereotypes can enhance the individual's actual ability.
Realistic application
Moderate activation of positive stereotypes can be used as an incentive strategy, but stereotypes should be avoided.
- In the field of education, positive stereotypes in the student population can be moderately activated and motivated to improve their motivation and self-confidence in learning.
- When building corporate culture, emphasizing the positive qualities of the team or employees will help improve overall performance and morale.
Critical Analysis
While stereotype enhancement effects help stimulate potential, over-reliance on positive stereotypes may also increase individual pressure and form 'anticipated burden.' In addition, stereotypes themselves may ignore individual differences regardless of positive or negative, resulting in labeling risks. Therefore, in practical applications, we need to pay attention to balance to avoid stereotype solidification and excessive pressure.
Stereotype Reactance
What is stereotype counteracting the defense effect?
Stereotype Reactance refers to the fact that when an individual realizes that he is labeled as a certain negative stereotype, he will develop a strong rebellious mentality and deliberately strive to show behaviors or attitudes that are opposite to the stereotype, thereby offsetting or refuting the negative impact of the stereotype on himself.
Simply put, when people feel that they are 'qualitative' or negatively evaluated, they will 'talk back' and are unwilling to be bound by stereotypes. Instead, they will prove that those stereotypes are wrong through practical actions.
Background source and core principles
The resistance mechanism originates from individual self-identity protection, and when the stereotype is activated, some people will strive to deny the stereotype.
This psychological effect originates from individuals’ needs for self-identity protection and psychological autonomy. When negative stereotypes threaten self-esteem and self-image, people stimulate defensive motivation to maintain their positive image by actively expressing and refuting sexual behavior.
Classic experimental basis
Research shows that under certain conditions, the subjects will deliberately show behaviors that are opposite to negative stereotypes, reflecting the defensive effect.
Realistic application
Understanding the defensive effects helps design psychological intervention strategies and stimulate positive motivation.
Typical manifestations:
- Students know that they are considered 'bad in mathematics', but instead work harder to study, wanting to prove that the teacher or classmates' bias is wrong.
- Women show stronger self-confidence and ability to resist gender discrimination expectations when facing gender stereotypes.
Critical Analysis
The counteracting defense effect is not universal, and individuals vary greatly, and some people may experience pressure and retreat due to stereotypes. Excessive resistance may lead to anxiety or mood swings, affecting long-term performance. The social environment and support system have significant impact on the occurrence and intensity of the effect.
Stereotype counteracts the defense effect has important application value in the fields of psychology and education. It reminds us that negative stereotypes do not always lead to negative effects and sometimes stimulate the positive motivation and potential of an individual. Educators and managers can help individuals transform stereotypes into motivation for growth through appropriate psychological motivation.
Self-fulfilling Prophecy
What is the self-provement prophecy effect?
Self-fulfilling prophecy refers to a person's expectations or beliefs about others or a certain situation, which affects others or situations through his own words and deeds, and ultimately enables this expectation to be realized. In other words, your expectations of someone will unconsciously change the way you behave to him, thereby affecting the other person's performance, and ultimately 'confirm' your initial expectations.
Background source and core principles
Robert Merton proposed in 1948 that the core is to expect to influence others' performance through behavioral feedback. The mechanism behind this psychological effect is that people's expectations will affect their attitudes and behaviors towards others, such as giving more attention, support or the opposite indifference and neglect. Those who are expected to be affected by these behaviors may change their performance and meet their initial expectations.
Classic experimental basis
In the 1968 'Pigmalion Effect' experiment, Rosenthal and Jacobson told teachers that some students were 'potential stocks' who did perform better later, indicating that teachers' high expectations prompted students to achieve better results.
Realistic application
This effect is widely used in education, management, and psychological counseling, emphasizing the importance of positive expectations. For example, if the manager believes that an employee is capable, the manager may guide and trust him more, and the employee will perform better and vice versa.
Critical Analysis
Negative expectations can also have opposite effects (Golome effect), and the impact should be grasped with caution. Understanding the self-proven prophecy effect can help us realize how important we expect others. Positive expectations can motivate others, while negative expectations may invisibly limit others' development.
Pygmalion Effect
What is the Pygmalion effect?
The Pygmalion Effect refers to the fact that people’s positive expectations of others can significantly improve the other person’s performance . Simply put, when a person is given high expectations, he often performs better because of this expectation, or even exceeds his original level.
The Pygmalion effect specifically refers to the phenomenon that positive expectations have a positive impact on others' performance, and is a positive form of self-proving prophecy effect.
Background source and core principles
The name of this psychological effect comes from the Greek mythological sculptor Pygmalion, who carved an ideal statue of a female, and later fell in love with it, and eventually became a real person. Psychologists Robert Rosenthal and Lenore Jacobson verified this phenomenon in 1968 through a classic experiment.
- Positive expectations : High expectations of individual performance by teachers, leaders or parents will affect their beliefs and behaviors.
- Feedback loop : Positive attitudes and more attention promote individual confidence and efforts, thereby improving performance.
- Behavioral hints : Expectations to affect verbal, nonverbal hints, and the resources provided, ultimately forming performance differences.
Classic experimental basis
Experiments show that when teachers are told that some students have “great potential”, these students’ grades have improved significantly. This shows that teachers' high expectations are transmitted through unconscious behaviors and stimulate students' potential.
Realistic application
Teachers, leaders, and parents should use positive expectations to stimulate potential and improve education and work results. In education, teachers motivate students with positive expectations. In the workplace, leaders give employees positive expectations to promote performance. Establish positive expectations in psychological counseling to enhance customer self-confidence.
Critical Analysis
The Pygmalion effect tells us: Your expectations of others can really change their performance . This is a powerful psychological force that is worthy of our good use. But over-reliance on expectations can lead to stress, and the effect is limited by the authenticity of the expectations.
Golem Effect
What is the Goleme effect?
The Golem Effect refers to the psychological effect of negative expectations or evaluation that inhibits and negatively affects individual performance. Simply put, when someone is labeled as 'poor ability' or 'not able' by others, or is given low expectations, their actual performance tends to decline as a result, and this phenomenon is called the Goleme effect.
The Goleme effect is a negative version of the Self-fulfilling prophecy. In contrast to the Pygmalion Effect (Pygmalion Effect) , the Goleme effect reflects how negative expectations weaken individual confidence and motivation and lead to their performance deterioration, thus 'verifying' external underestimation and negative expectations.
Background source and core principles
The name of this effect comes from the image of Goleme, which was given life but controlled by Jewish legends, symbolizing individuals bound and restricted by the outside world. Psychologists have verified the existence of the Goleme effect through multiple experiments, such as in the field of education, when teachers are told that some students are “insufficient in abilities”, these students tend to have worse academic performance than expected, indicating that negative expectations have a practical impact on performance.
Negative expectations may lead to anxiety, self-doubt, reduce efforts and enthusiasm, and even evasive behaviors, which will affect the effective use of cognitive resources and the use of skills.
Classic experimental basis
The study found that when teachers are told that some students are “poor competence”, those students will perform less.
Realistic application
Understanding the Goleme effect is crucial to avoid the pitfalls of negative labels and expectations. In areas such as education, management and family, negative biases against individuals should be avoided and environments of support and motivation should be created to prevent unintentional reinforcement of individual negative performance.
Critical Analysis
Although the Goleme effect is widely recognized, its intensity and universality are affected by individual differences, cultural background and specific environment. Some people may have strong psychological stress resistance and are not easily affected by negative expectations. In addition, modern research is also exploring how to reduce the negative effects of the Goleme effect through psychological intervention.
Halo Spillover
What is the halo spillover effect?
Halo spillover effect is an extension of the halo effect, which refers to the fact that when people form an overall impression of a person or thing based on a significant positive or negative trait, this impression will 'spillover' and affect other irrelevant aspects of the person or thing.
In other words, if you have a good impression of someone because he is good in one aspect (such as appearance, eloquence, dress, etc.), then you tend to subconsciously think that he is also good in other fields, even if there is actually no evidence to support this judgment. This 'spillover' effect often leads to inadequate evaluation of people.
Background source and core principles
Psychologist Thorndike discovered in the 1920s that people often use 'overall good impressions' to cover up the differences in detail.
Classic experimental basis
Experiments show that when someone’s appearance is attractive, people also tend to think that his personality and ability are better.
Realistic application
Influencing recruitment, evaluation and social judgment, we need to be vigilant against biases caused by preconceptions. For example, an interviewer feels that the applicant is energetic and dressed properly, so he will unconsciously think that he is also very capable of working and has a good attitude, which will affect the final recruitment decision.
Critical Analysis
This psychological effect reflects the tendency of human cognition to simplify, which can easily lead to evaluation bias and decision-making errors. Understanding the spillover effect of the halo helps us deliberately separate evaluations from different dimensions when making judgments and avoid preconceived influences.
Labeling & Stigma
What is the label-stigmatism effect?
Labeling & Stigma is a social and psychological phenomenon, which refers to the fact that when an individual or group is labeled with a certain negative label by society, this label not only affects others' perceptions of them, but also profoundly affects the self-cognition and behavioral performance of the labeled person.
Specifically, society will place 'labels' on individuals based on certain characteristics (such as disease, social status, behavioral habits, etc.), which often carry derogatory or negative comments. People who are labeled may suffer discrimination and rejection, and may even psychologically self-negation or self-stigmatization, resulting in their social interactions being blocked and psychological pressure increasing, forming a vicious cycle.
Background source and core principles
This effect was first proposed by sociologist Erving Goffman in 1963 and is widely used in the study of social exclusion in groups such as mental illness, AIDS patients, criminals, etc., emphasizing the profound impact of labels on social interaction and individual psychology. The core of the label-stigmatism effect is:
- Social cognitive level : Labels reinforce stereotypes, making people more inclined to view labeled individuals with prejudice, ignoring their diversity and complexity.
- Individual psychological level : Those labeled may internalize negative evaluations, resulting in psychological problems such as decreased self-esteem, anxiety and depression.
Classic experimental basis
Studies show that after patients with mental illness are labeled as stigmatized, social exclusion intensifies and patients' self-esteem decreases.
Realistic application
Emphasize reducing discrimination and promoting inclusive policies and education.
Critical Analysis
The stigma effect is difficult to eliminate and the social and cultural impact is far-reaching. Understanding label-stigmatism effects help promote social inclusion, reduce discrimination, and increase the effectiveness of mental health support.
Barnum/Forer Effect
What is the Barnum effect?
The Barnum Effect, also known as the Forer Effect, is a psychological phenomenon that refers to people's tendency to accept some vague, general, and universally applicable personal descriptions, and believe that these descriptions reflect their own personality characteristics very accurately.
Simply put, when others give you some descriptions that sound 'fit' to you, even if these descriptions actually apply to most people, you may feel that the description is 'written specifically for you', thus creating a strong sense of identity.
Background source and core principles
This psychological effect was first systematically revealed by psychologist Bertram Forer in his 1948 experiment. Fowler gave the students an identical personality analysis report containing many vague and generally applicable sentences, such as “You sometimes feel unconfident but also capable” and “You desire to be liked and recognized by others.” Then ask students to rate the accuracy of this report to themselves, and as a result, most students gave high scores and believed that the report description was very consistent with them.
The Barnum effect takes advantage of the psychological need people want to be understood and recognized, coupled with fuzzy language and dual meanings, allowing descriptions to be both universal and trigger individual self-projection. Due to the lack of specific details, people tend to pick parts related to themselves from the description and ignore mismatched information.
Classic experimental basis
Forer gave students the same personality analysis, and more than 90% of students believed that the description was accurate.
Realistic application
It is widely used in zodiac signs, divination, fortune-telling and other fields, indicating its deceptiveness and psychological attraction. By creating a sense of personalized experience, improve user satisfaction and desire to buy.
Critical Analysis
The Barnum effect reveals a weakness in human cognition - it is easy to be deceived by vague and general statements, and then misconceptions about non-scientific personality analysis. It reminds us that when facing the so-called 'personal analysis' or 'accurate prediction', we should maintain rational doubt, seek scientific basis, and avoid being confused by superficial language.
Conclusion
The psychological effects related to social cognition and attribution reveal common cognitive biases and psychological mechanisms in humans in social interactions. Understanding these effects not only helps improve self-cognition and others' understanding ability, but also can exert practical value in many fields such as education, management, and psychological counseling. At the same time, being alert to the limitations and negative effects of these effects can help us build a more just, inclusive and rational social cognitive system.
Continue to pay attention to the series of articles in 'Complete Psychological Effects' and explore more secret weapons of psychology in depth.
Link to this article: https://m.psyctest.cn/article/zP5Rg0xe/
If the original article is reprinted, please indicate the author and the source in the form of this link.
