Oh G-d, A Borderline: Clinical Diagnostics As Fundamental Attribution Error Page: 28
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demarcated by the diagnosis and context conditions. Results suggested that equal variances could
After deletion of ineligible respondents, the total usable sample was comprised of 82
graduate students in clinical, counseling, and clinical health psychology programs at the Ph.D.,
PsyD, and master's levels of training. Independent samples t-tests indicated no significant
differences in CAS scores between clinical and counseling students, t(78) = -.11, p = .91 or Ph.D.
and PsyD students, t(77) = 1.15, p = .25; there were not an adequate number of clinical health or
master's student participants to conduct such analyses on those subsets. The sample comprised
more females than males (Table 1) and mostly of individuals who identified as White/Caucasian
(Table 1). The mean age and contact hours of participants is summarized in Table 2. Theoretical
orientation was predominated by individuals identifying as eclectic and cognitive behavioral (see
Table 1 for all frequencies).
Inspection of participant responses to the manipulation checks (Table 4) suggested that
there were significantly more errors in recalling whether context information had been provided
than diagnosis information. Moreover, there were almost twice as many inaccurate recollections
of context information provided when the participant was in the diagnosis condition.
Analysis of Hypothesis 1. The hypothesis that there would be a significant main effect of
diagnosis was analyzed using a univariate ANOVA with diagnosis and context conditions as
fixed factors (Table 3). Levene's test for homogeneity of variances (p = .22) confirmed the
indication of the preliminary F-MAX test that homogeneity of variances could be assumed. The
results of the ANOVA indicated a non-significant main effect of Diagnosis, F(1, 81) = 0.04, p =
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Schmalz, Jonathan. Oh G-d, A Borderline: Clinical Diagnostics As Fundamental Attribution Error, thesis, December 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc103389/m1/34/: accessed May 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .