Emergence and Reversal of Internal and External Attributions

The present study addresses the emergence and reversal of so-called internal and external attributions and difficulty estimations in relation to a series of problem-solving tasks. Fifteen adults between 18 and 25 years old participated. Two 12-member pre-existing arbitrary classes (Category 1 and Category 2) were assessed by employing a stimuli-sorting task. Subsequently, by means of differential cueing and feedback, internal and external attributions were established in relation to three problems labelled with stimuli pertaining to Category 1 (names of African countries) and Category 2 (female first names), respectively. Next, participants were tested for the differential emergence of attributions and difficulty estimations with two novel labels per category. All participants showed emergence. Then, two interven tions designed to reverse the attributions (a general instruction and an illustrated instruction focused on problem difficulty) were implemented with ten and five participants, respectively. The effect of both interventions was subsequently tested with two novel labels per category. Most participants receiving either of the interventions reversed their attributions and difficulty estimations. The conditions that might be responsible for the formation and reversal of attributions are discussed and applied implications are considered.