Implicit and explicit attitudes respond differently to increasing amounts of counterattitudinal information

Rydell, Robert J.; McConnell, Allen R.; Strain, Laura M.; Claypool, Heather M.; Hugenberg, Kurt

doi:10.1002/ejsp.393

Cited by 115 publications

(142 citation statements)

References 29 publications

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“…Importantly, however, the AA effect on implicit evaluations remained significant after controlling suggesting that, once established, implicit evaluations cannot be easily changed (Gregg et al, 2006;Rydell, McConnell, Strain, Claypool, & Hugenberg, 2007). Recently, however, research has shown that new valenced information about a stimulus can lead to a rapid revision of implicit evaluations, but only when this information is considered highly diagnostic about the evaluative properties of this stimulus (Mann, Cone & Ferguson, 2015; …”

Section: Approach-avoidance Instruction 13mentioning

confidence: 99%

Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation

Dessel

Houwer

Gast

et al. 2016

Journal of Experimental Social Psychology

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Previous research has shown that linking approach or avoidance actions to novel stimuli through mere instructions causes changes in the implicit evaluation of these stimuli even when the actions are never performed. In two high-powered experiments (total N = 1147), we examined whether effects of approach-avoidance instructions on implicit evaluations are mediated by changes in explicit evaluations. Participants first received information about the evaluative properties of two fictitious social groups (e.g., Niffites are good; Luupites are bad) and then received instructions to approach one group and avoid the other group. We observed an effect of approach-avoidance instructions on implicit but not explicit evaluations of the groups, even when these instructions were incompatible with the previously obtained evaluative information. These results indicate that approach-avoidance instructions allow for unintentional changes in implicit evaluations. We discuss implications for current theories of implicit evaluation.

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Section: Approach-avoidance Instruction 13mentioning

confidence: 99%

Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation

Dessel

Houwer

Gast

et al. 2016

Journal of Experimental Social Psychology

View full text Add to dashboard Cite

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“…As implicit and explicit attitudes are influenced by different processes (Gawronski & Strack, 2004, Olson & Fazio, 2006, asymmetric attitude changes may occur, which in turn can lead to discrepancies between implicit and explicit attitudes (Gawronski & Bodenhausen, 2006;Rydell, McConnell, Strain, Claypool, & Hugenberg, 2006). It can therefore be expected that this might be true for implicit and explicit self-esteem, too.…”

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confidence: 99%

Changing explicit and implicit attitudes: The case of self-esteem

Grumm

Nestler

Collani

2009

Journal of Experimental Social Psychology

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Three experiments investigated predictions concerning asymmetrical patterns of implicit and explicit self-esteem change. Specifically, we investigated the influence of knowledge about the own self that is momentarily salient as well as the influence of affective valence associated with the self in memory on implicit and explicit self-esteem. The latter was induced by evaluative conditioning, the former by directed thinking about oneself. We found that while evaluative conditioning changed implicit but not explicit self-esteem (Experiment 1), thinking about the own self altered explicit but not implicit self-esteem (Experiment 2).Moreover, in a third experiment, it could be shown that the effect of evaluative conditioning can spill over to the explicit level when participants are asked to focus on their feelings prior to making their self-report judgements (Experiment 3). Implications of our results are discussed in terms of recent controversies regarding dual process models of attitudes and associative versus propositional modes of information processing.Keywords: self-esteem, implicit measures, explicit measures, directed thinking, evaluative conditioning, dual process models ACCEPTED MANUSCRIPTChanging Explicit and Implicit Attitudes 3Changing Explicit and Implicit Attitudes:The Case of Self-EsteemThe understanding of the self is probably one of the oldest and most doggedly investigated problems in psychology. Based on the analysis of William James (1890) social psychologists have accumulated a number of empirical findings which added to our fundamental understanding of its structure and functioning (for an overview see Baumeister, 1998). A broad strand of research investigated the effects and benefits of self-esteem, that is, the global evaluation of the own self and the association of the own person with positive or negative attributes (Baumeister, 1998;von Collani & Herzberg, 2003) and the consequences it might have for a multitude of behavioural domains in life. High self-esteem is typically viewed as an indicator of psychological health and the popular media bombard people with the message that high self-esteem reflects optimal functioning and that it is a necessary precursor to productivity and happiness (Baumeister, 1998), but on the other hand it still remains unclear whether there are any causal relationships between self-esteem and psychological well-being (Baumeister, Campbell, Krüger, & Vohs, 2003). Nonetheless, many studies focused on possibilities to enhance the self-esteem level of individuals via different methods (success/failure feedback: Ybarra, 1999; mood induction: Brown & Mankowski, 1993; directed thinking tasks: McGuire & McGuire, 1996; social comparisons: Stapel & Blanton, 2004, etc.).Although the understanding of the self and self-esteem in particular has witnessed important progress in the last decades (Baumeister, 1998), social psychology theorizing about the self experienced a shift in recent years. Drawing on the distinction between explicit and implicit attitudes (Wils...

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“…We varied between participants the number of positive and negative behaviours attributed to each man. Theory and empirical evidence suggest that just like deliberate evaluation, automatic evaluation has a straightforward reaction to such information: more positive behaviours cause more automatic liking (Bar-Anan & Nosek, 2012;Ratliff & Nosek, 2010;Rydell et al, 2007;Nosek, 2005;Smith et al, 2013). That manipulation is expected to cause clear effects on automatic evaluation regardless of the measure.…”

Section: Overview Of Experimentsmentioning

confidence: 99%

“…Research on impression formation (Ratliff & Nosek, 2010;Rydell, McConnell, Strain, Claypool, & Hugenberg, 2007), persuasion (Horcajo, Briñol, & Petty, 2010;Smith, De Houwer, & Nosek, 2013), and other forms of evaluative learning (Olson & Fazio, 2001;Stahl & Unkelbach, 2009) often uses novel objects as stimuli and indirect measures as the dependent variable. Previous comparative studies of indirect measures addressed concepts that participants have known for days, weeks, and years.…”

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confidence: 99%

A Comparison of the Sensitivity of Four Indirect Evaluation Measures to Evaluative Information

Bar‐Anan¹,

Nosek

2016

Preprint

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Indirect evaluation measures are used as a dependent measure to assess the impact of experimental interventions on shifting pre-existing attitudes or creating new attitudes. In four experiments (total N = 13,894), we compared the sensitivity of four indirect evaluation measures to evaluative information about two novel targets. Evaluative sensitivity was strongest for the Implicit Association Test (IAT). Other measures were more similar in their sensitivity, but the pattern, from stronger to the weakest was the Affect Misattribution Procedure (AMP), the Sorting Paired Features (SPF), and then Evaluative Priming task (EPT). To the extent that these findings are generalizable to related research applications, these results suggest that the measures differ in their research efficiency (power). For example, to achieve 80% power to detect the evaluative learning effect in the present studies, direct self-report would require 10 participants, the IAT 28 participants, the AMP 57, the SPF 79, and the EPT 131.

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Implicit and explicit attitudes respond differently to increasing amounts of counterattitudinal information

Cited by 115 publications

References 29 publications

Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation

Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation

Changing explicit and implicit attitudes: The case of self-esteem

A Comparison of the Sensitivity of Four Indirect Evaluation Measures to Evaluative Information

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