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Personality and Social Psychology Bulletin, Vol. 3, No. 4, 620-623 (1977)
DOI: 10.1177/014616727700300412

Instructional Set: A Neglected Variable in Attribution Research?

Saul M. Kassin

University of Connecticut

Dorothy J. Hochreichl

University of Connecticut

A study was conducted to assess the effects of instructional variations on subjects' responses to an attribution questionnaire. Results indicated that subjects who were told either that responses were a reflection of "social intelligence" or that their responses were important for the experimenter's doctoral research made more com plex and fewer personal attributions than subjects given standard instructions.


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