Abstract：
The study of cognitive biases in job interviews has garnered significant attention due to its far-reaching implications for the economy and society. However, little research has focused on the biases exhibited by expert psychologists serving on psychology specialization examination committees. As such, this study has conducted a comprehensive examination of biases within the specialization exam in Israel. One additional objective of the research is to assess the levels of distress experienced by examinees following the examination. Questionnaires were administered to 418 psychologists participating in the clinical and educational psychology specialization exams. The findings unveiled several noteworthy outcomes. Firstly, several biases were identified, including ethnic stereotypes, biases stemming from cognitive load, and more. Secondly, examinees who presented a cognitive-behavioral therapy (CBT) case experienced a higher failure rate. Thirdly, a positive association was found between exam failure and personal distress and this effect was stronger for educational examinees compared to clinical examinees. The most intriguing discovery was that all biases, without exception, occurred among clinical psychologists, whereas educational psychologists displayed no biases. This outcome contrasted with initial expectations. Consequently, the present study aims to expand the existing knowledge about psychological biases and stereotypes by elucidate the reasons behind this discrepancy between the two disciplines while considering the advantages and disadvantages associated with a sense of \"expertise\" in the realm of adult diagnostics.
摘要：
由于对经济和社会的深远影响，求职面试中的认知偏差研究引起了人们的广泛关注。然而,很少有研究关注在心理学专业考试委员会任职的专家心理学家所表现出的偏见。因此，这项研究对以色列的专业化考试中的偏见进行了全面的检查。研究的另一个目标是评估考试后考生所经历的痛苦程度。对参加临床和教育心理学专业考试的418名心理学家进行了问卷调查。调查结果揭示了几个值得注意的结果。首先,发现了几个偏见，包括种族刻板印象，源于认知负荷的偏见，还有更多.其次,提出认知行为疗法（CBT）病例的考生的失败率较高。第三，在考试失败和个人困扰之间发现了正相关,与临床考生相比,教育考生的这种影响更强.最有趣的发现是所有的偏见，无一例外,发生在临床心理学家中，而教育心理学家没有偏见。这一结果与最初的预期相反。因此,本研究旨在通过阐明这两个学科之间这种差异背后的原因，同时考虑与成人诊断领域的“专业知识”感相关的优势和劣势，从而扩大有关心理偏见和刻板印象的现有知识。
