A Role for Social Psychology Instruction in Reducing Bias and Conflict

Abstract

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