Abstract
The fundamental attribution error was investigated from an individual difference perspective. Mathematicians were compared with nonmathematicians (Exp. 1; n: 84), and undergraduates who scored high on a test of logical reasoning ability were compared with those who scored low (Exp. 2; n: 62). The mathematicians and those participants scoring higher on logic appeared less prone to the fundamental attribution error, primarily using a measure of confidence in attributions.
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