Cognitive distortions (AQA A Level Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Hostile attribution bias

  • A hostile attribution bias (HAB) could be defined as a tendency to interpret neutral (or possibly even friendly) behaviour from others as threatening, menacing or dangerous

  • Someone with a HAB is always on the lookout for confrontation and perceived threat from others which in turn leads to them behaving in confrontational, threatening ways themselves

  • Someone with a HAB may ‘read’ an accidental bump (e.g. in a pub while waiting at the bar to be served or walking down the street) as an invitation to an argument or fight (often including physical aggression)

  • Usually with HAB the supposed ‘provocation’ is nothing more than a misconstrued glance from another person (e.g. Are you looking at me?) or an ambiguous act (e.g. Why did you call me ‘mate’? I’m not your mate!)

Examiner Tips and Tricks

Although Hollywood movies aren’t on the AQA specification (sadly) it can, at times, be useful to watch some examples of theory in action. If you have a strong stomach for violence (and if you don’t then please ignore this entire exam tip!) you might want to watch ‘Goodfellas’ (a Martin Scorcese film) which focuses on a group of mafia types through the years. The character of Tommy (played with frightening believability by Joe Pesci) embodies the whole idea of hostile attribution bias (and, to be fair, he’s not the only one in the film who has a HAB - though he is undoubtedly the most unpredictable and alarming of the lot!)

7-cognitive-distortions-for aqa-a-level-psychology

‘You want a piece of me?’ - the HAB in full swing…

Minimalisation

  • Minimalisation refers to the downplaying of an offence by the offender, probably as a way of reducing (minimising) guilt, shame and responsibility for the offence

  • Like the HAB, minimalisation is a type of cognitive bias which is a form of self-deception/denial so that they can tell themselves that they have not have done anything wrong (‘Nobody really suffered, I mean really it's not that bad’)

  • Examples of minimalisation are: a prolific shoplifter arguing that, ‘The shops overcharge for their goods so what’s the harm?’; a drug-dealer reasoning that ‘People choose to take this stuff, I’m just supplying what they want, they can stop if they don’t like it’

  • Minimalisation is highly prevalent amongst sex offenders who tend to blame the victim, with interview evidence showing that some offenders believe that the abuse was a positive thing for the victim, thereby their own culpability (in their eyes) is reduced  (Kennedy and Grubin, 1992) 

Research which investigates cognitive distortions

  • Pollock & Hashmall (1991) assessed 86 child molesters using an ‘excuse syntax’ to define the structure of the offenders' reasoning about their crimes and found that over a third had reframed their crime as ‘consensual’ 

  • Henning et al. (2005) - 1,267 men and 159 women convicted of intimate partner abuse were assessed using scales that measured minimization, denial, and victim blaming: the results suggested that both male and female offenders attribute greater blame for their abuse to their spouse/partner than they acknowledge for themselves, and that significant numbers of both genders deny the recent incident and/or minimise the severity of the offence

Evaluation of cognitive distortions

Strengths

  • Understanding cognitive distortions may help to inform interventions and treatment programmes e.g.Cartwright & Craig (2022) found that sex offenders with low empathy were more likely to use cognitive distortions thus empathy-targeted programmes could be used to reframe their thinking

  • Cognitive explanations of criminality can be used to predict the likelihood of someone reoffending as they highlight the extent to which an offender has been rehabilitated e.g. by them showing remorse for their offence

Weaknesses

  • Attempting to quantify and measure cognitive distortions is problematic: thoughts are subjective and open to interpretation plus using self-report methods is rife with sources of bias (e.g. social desirability bias, response bias, self-serving bias)

  • Cognitive explanations which hinge on the HAB and minimalisation may point out what characterises offending behaviour but not why thus they lack explanatory power

Cognitive distortions (obviously) take a cognitive approach to the explanation of offending behaviour with their emphasis on dysfunctional thought processes,faulty  information processing and cognitive biases.

Worked Example

Briefly explain hostile attribution bias as a cognitive explanation of offending behaviour. 

[2]  

AO1 = 2 marks

Award 1 mark for any two of the following points:

  • HAB is the tendency for violent offenders to perceive threats where none may exist [1 mark]

  • An example of a HAB is someone who has received an accidental nudge in the lunch queue interpreting the action as threatening/confrontational (and deliberate) [1 mark]

  • A HAB occurs when a neutral or ambiguous action is misread as an aggressive action [1 mark)

  • A HAB may result in the offender committing acts of violence towards the person deemed guilty of the ‘provocation’ [1 mark]

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.