Influência da atribuição de autoria a Freud ou a Skinner na avaliação de um texto por estudantes de psicologia
DOI:
https://doi.org/10.31505/rbtcc.v27i1.2077Keywords:
análise do comportamento, dogmatismo teórico, preconceitos, psicanálise, viés de rotulaçãoAbstract
Este trabalho examinou as avaliações de alunos de primeiro e quinto anos de um curso de psicologia sobre um trecho escrito por Skinner quando diferentes informações de autoria foram apresentadas. No estudo, 232 graduandos de primeiro e quinto anos foram divididos em três grupos: um recebeu informação de que Freud era autor, outro de que Skinner era autor e o último não recebeu informação sobre autoria. Todos leram o trecho e avaliaram sua qualidade, atribuindo notas para diversos aspectos do texto. A autoria dos textos não exerceu influência sobre a avaliação dos alunos do início e do final da graduação em psicologia e que os alunos do quinto ano foram mais críticos na sua análise dos textos. Discute-se que uma formação com cargas horárias equilibradas entre as disciplinas tenha atenuado possíveis vieses e que a formação tenha sido favorecido uma avaliação mais crítica dos estudantes de quinto ano.
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