Improving the reliability and validity of the IAT with a dynamic model driven by similarity.

The Implicit Association Test (IAT), like many behavioral measures, seeks to quantify meaningful individual differences in cognitive processes that are difficult to assess with approaches like self-reports. However, much like other behavioral measures, many IATs appear to show low test-retest reliability and typical scoring methods fail to quantify all of the decision-making processes that generate the overt task performance. Here, we develop a new modeling approach for IATs based on the geometric similarity representation (GSR) model. This model leverages both response times and accuracy on IATs to make inferences about representational similarity between the stimuli and categories. The model disentangles processes related to response caution, stimulus encoding, similarities between concepts and categories, and response processes unrelated to the choice itself. This approach to analyzing IAT data illustrates that the unreliability in IATs is almost entirely attributable to the methods used to analyze data from the task: GSR model parameters show test-retest reliability around .80-.90, on par with reliable self-report measures. Furthermore, we demonstrate how model parameters result in greater validity compared to the IAT D-score, Quad model, and simple diffusion model contrasts, predicting outcomes related to intergroup contact and motivation. Finally, we present a simple point-and-click software tool for fitting the model, which uses a pre-trained neural network to estimate best-fit parameters of the GSR model. This approach allows easy and instantaneous fitting of IAT data with minimal demands on coding or technical expertise on the part of the user, making the new model accessible and effective.

Too strong to care? Investigating the links between formidability, worldviews, and views on climate and disaster.

People vary in climate change skepticism and in their views on disaster cause and prevention. For example, the United States boasts higher rates of climate skepticism than other countries, especially among Republicans. Research into the individual differences that shape variation in climate-related beliefs represents an important opportunity for those seeking ways to mitigate climate change and climate-related disasters (e.g., floods). In this registered report, we proposed a study examining how individual difference in physical formidability, worldview, and affect relate to attitudes about disaster and climate change. We predicted that highly formidable men would tend to endorse social inequality, hold status quo defensive worldviews, report lower levels of empathy, and report attitudes that promote disaster risk accumulation via lesser support for social intervention. The results of an online study (Study 1) support the notion that men's self-perceived formidability is related to disaster and climate change beliefs in the predicted direction and that this relationship is mediated by hierarchical worldview and status quo defense but not empathy. An analysis of a preliminary sample for the in-lab study (Study 2) suggests that self-perceived formidability relates to disaster views, climate views, and status quo maintaining worldviews.

Can (Instructions About) Stimulus Pairings Influence Automatic and Self-Reported Evaluations in the Presence of More Diagnostic Evaluative Information?

Evaluative conditioning (EC) and persuasion are important pathways for shaping evaluations. However, little is known about how these pathways interact. Two preregistered experiments (total N = 1,510) examined effects of EC procedures (i.e., stimulus pairings) and EC instructions (i.e., instructions about stimulus pairings) on automatic and self-reported evaluations of social groups in the presence of more diagnostic information about the evaluative traits of those groups. Interestingly, both EC procedures and EC instructions still influenced automatic and self-reported evaluations when participants had read more diagnostic persuasive information. In line with predictions of propositional accounts of evaluation, EC instruction effects on automatic evaluations were not mediated by corresponding changes in self-reported evaluations. These results have theoretical implications and also highlight the important role that (instructions about) stimulus pairings have in social learning.

Politics, Personality, and Impulsivity Can Color People's Perceptions of-and Responses to-Hurricane Threats of Varying Severity.

Theory and research suggest that objective features of a threatening situation and individual differences influence threat responses. We examine three ways individual traits may relate to a threat response: (a) directly and independent of objective threat features, (b) indirectly through relationships with threat perception, or (c) as moderators of the relationship between objective threat features and responses. Using integrative data analysis (IDA), we aggregated data across three studies examining hurricane preparation intentions. Analysis supported two of the potential pathways. Supporting the first path, both openness and extraversion had direct, positive relationships with preparation likelihood. Supporting the second path, agreeableness, conscientiousness, and social conservatism positively related to preparation likelihood through a positive relationship with threat perception, whereas impulsivity and sensation-seeking negatively related to preparation likelihood through a negative relationship with threat perception. This work shows the pivotal role individual differences play regarding responses to uncertain threats.

Incidental Attitude Formation via the Surveillance Task: A Preregistered Replication of the Olson and Fazio (2001) Study.

Evaluative conditioning is one of the most widely studied procedures for establishing and changing attitudes. The surveillance task is a highly cited evaluative-conditioning paradigm and one that is claimed to generate attitudes without awareness. The potential for evaluative-conditioning effects to occur without awareness continues to fuel conceptual, theoretical, and applied developments. Yet few published studies have used this task, and most are characterized by small samples and small effect sizes. We conducted a high-powered (N = 1,478 adult participants), preregistered close replication of the original surveillance-task study (Olson & Fazio, 2001). We obtained evidence for a small evaluative-conditioning effect when "aware" participants were excluded using the original criterion-therefore replicating the original effect. However, no such effect emerged when three other awareness criteria were used. We suggest that there is a need for caution when using evidence from the surveillance-task effect to make theoretical and practical claims about "unaware" evaluative-conditioning effects.

On the effectiveness of approach-avoidance instructions and training for changing evaluations of social groups.

Prior evidence suggests that White participants who repeatedly approach images of Black people and avoid images of White people can exhibit a reduction in implicit racial bias (Kawakami, Phills, Steele, & Dovidio, 2007). In contrast, a recent study by Van Dessel, De Houwer, Gast, and Smith (2015) showed that mere instructions to perform approach-avoidance training in an upcoming phase produces a similar change in implicit evaluations of unfamiliar but not familiar social groups. We report 4 experiments that examined the replicability and generalizability of these findings for well-known social groups. Experiment 1 was a replication of the study by Kawakami et al. (2007) in a different domain (i.e., Flemish students' bias toward Turkish people) showing relatively weak evidence for small approach-avoidance training effects on implicit evaluations and explicit liking ratings. Experiment 2 replicated the finding of Van Dessel et al. (2015) that approach-avoidance instructions do not influence implicit evaluations of social out-groups and found no instruction effects even when participants first completed training with nonsocial stimuli. Experiment 3 established the presence of a small approach-avoidance training effect on implicit (but not explicit evaluations) in a large online sample. Experiment 4 directly compared approach-avoidance training and instruction effects, corroborating (a) the effect of training on implicit evaluations which was both small and subject to boundary conditions and (b) the absence of such an effect of instructions. There were again no effects on explicit evaluations. Whereas the current findings provide supportive evidence for training-based approach-avoidance effects (on Implicit Association Test [IAT] scores: meta-analytic effect size current experiments: d = 0.18, Bayes Factor = 65.22; current and prior experiments: d = 0.23, Bayes Factor = 4404.42) and evidence for the absence of instruction-based effects (Bayes Factors < 0.19), they also illustrate that there is still much uncertainty regarding the boundary conditions of these effects and the underlying mental processes. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The impact of instruction- and experience-based evaluative learning on IAT performance: a Quad model perspective.

Learning procedures such as mere exposure, evaluative conditioning, and approach/avoidance training have been used to establish evaluative responses as measured by the Implicit Association Test (IAT). In this paper, we used the Quad model to disentangle the processes driving IAT responses instantiated by these evaluative learning procedures. Half of the participants experienced one of these three procedures whereas the other half only received instructions about how the procedure would work. Across three experiments (total n = 4231), we examined the extent to which instruction-based versus experience-based evaluative learning impacted Quad estimates of the Activation of evaluative information in IAT responses. Relative to a control condition, both instruction- and experience-based evaluative learning procedures influenced Activation. Moreover, and contrary to what prevailing models of implicit evaluations would predict, in no instance did experience-based procedures influence (positive or negative) Activation more strongly than instruction-based procedures. This was true for analyses which combined procedures and also when testing all three procedures individually. Implications for the processes that mediate evaluative learning effects and the conditions under which those processes operate are discussed.

Implicit Bias Predicts Liking of Ingroup Members Who Are Comfortable With Intergroup Interaction.

We test a novel framework for how ingroup members are perceived during intergroup interaction. Across three experiments, we found that, above and beyond egalitarian attitudes and motivations, White observers' automatic responses to Blacks (i.e., their implicit anti-Black bias) shaped their affiliation toward ingroup targets who appeared comfortable engaging in interracial versus same-race interaction. White observers' implicit anti-Black bias negatively correlated with liking of White targets who were comfortable with Blacks (Experiments 1-3). The relationship between implicit bias and liking varied as a function of targets' nonverbal comfort in interracial interactions (Experiment 1). Specifically, implicit bias negatively correlated with liking of targets when targets' nonverbal behaviors revealed observers felt comfortable with interracial contact, irrespective of the nature of those behaviors (Experiment 2). Finally, the relationship between implicit bias and target liking was mediated by perceived similarity (Experiment 3). Theoretical implications for stigma-by-association, social network homogeneity, and extended contact are discussed.

Mere Exposure Effects on Implicit Stimulus Evaluation: The Moderating Role of Evaluation Task, Number of Stimulus Presentations, and Memory for Presentation Frequency.

The mere exposure (ME) effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to it. So far, the vast majority of studies on ME effects have examined changes in explicit stimulus evaluation. We describe the results of three large-scale studies (combined N = 3,623) that examined ME effects on implicit stimulus evaluation. We looked at three moderators of these effects: the implicit evaluation measure, the number of stimulus presentations, and memory for presentation frequency. We observed ME effects on implicit stimulus evaluations as measured with an Implicit Association Test (IAT) and Affect Misattribution Procedure (AMP), but not an Evaluative Priming Task (EPT). ME effects were more robust when there were relatively few stimulus presentations and when participants had accurate memory for the presentation frequencies. We discuss how these findings relate to ME effects on explicit evaluations as well as theoretical and practical implications.

Graphic cigarette pack warnings do not produce more negative implicit evaluations of smoking compared to text-only warnings.

Graphic warnings (GWs) on cigarette packs are widely used internationally with the aim of reducing smoking behavior. In the current study, we investigated whether GWs influence implicit evaluations of smoking, a potential moderator of smoking behavior, as measured with an Implicit Association Test (IAT). Results showed that viewing a GW did not produce more negative implicit evaluations of smoking for daily smokers, occasional smokers, or non-smokers, compared to viewing a text-only warning. If anything, effects were in the direction of evaluations of smoking being more positive after certain participants (i.e., daily and occasional smokers) viewed a GW. We also did not find any beneficial effects of GWs on explicit evaluations of smoking. These results contrast with the observation that non-smokers and occasional smokers (but not daily smokers) believed that GWs would be more effective than the text-only warnings. We discuss implications and limitations of these findings and provide recommendations for improving the effectiveness of cigarette pack warnings on implicit evaluations.

Relational information moderates approach-avoidance instruction effects on implicit evaluation.

Previous research demonstrated that instructions to approach one stimulus and avoid another stimulus can result in a spontaneous or implicit preference for the former stimulus. In the current study, we tested whether the effect of approach-avoidance instructions on implicit evaluation depends on the relational information embedded in these instructions. Participants received instructions that they would move towards a certain non-existing word and move away from another non-existing word (self-agent instructions) or that one non-existing word would move towards them and the other non-existing word would move away from them (stimulus-agent instructions). Results showed that self-agent instructions produced stronger effects than stimulus-agent instructions on implicit evaluations of the non-existing words. These findings support the idea that propositional processes play an important role in effects of approach-avoidance instructions on implicit evaluation and in implicit evaluation in general.

The Mere Exposure Instruction Effect.

The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants' memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

Perspective Taking Explains Gender Differences in Late Adolescents' Attitudes Toward Disadvantaged Groups.

Adolescents' attitudes toward disadvantaged groups are surprisingly understudied. What we know from these few studies is that adolescents' attitudes tend to become more favorable over time and that adolescent girls display more favorable attitudes than do adolescent boys. However, researchers have not offered explanations for why these effects occur. We proposed that changes in social-cognitive abilities that accompany adolescent development increase perspective taking and that the increased perspective taking facilitates more favorable attitudes toward disadvantaged groups. Because girls develop social-cognitive abilities earlier than boys, girls should show greater perspective taking and thus more positive attitudes toward disadvantaged groups than should boys. Importantly, we propose that these more positive attitudes are explained better by perspective taking than by gender. Participants were late adolescents (n = 803, 53.3 % female, ages 15-19) from high schools in north-central Florida (United States) participating in an ongoing, multi-wave study. Participants completed a measure of perspective-taking and reported their attitudes toward three disadvantaged groups (Black, gay, and poor people) during their third year of high school and, again, 6 months later during their fourth year of high school. Our findings provided strong support for our theorizing. Girls generally reported warmer attitudes than did boys toward disadvantaged groups, with the gender differences in warmth tending to diminish across time. Similarly, girls were higher than boys in perspective-taking abilities at both time points, although boys increased over time whereas girls did not. Crucially, perspective taking mediated observed gender differences in attitudes, suggesting that perspective taking is a mechanism for improving attitudes toward disadvantaged groups during late adolescence.

Hooked on a feeling: affective anti-smoking messages are more effective than cognitive messages at changing implicit evaluations of smoking.

Because implicit evaluations are thought to underlie many aspects of behavior, researchers have started looking for ways to change them. We examine whether and when persuasive messages alter strongly held implicit evaluations of smoking. In smokers, an affective anti-smoking message led to more negative implicit evaluations on four different implicit measures as compared to a cognitive anti-smoking message which seemed to backfire. Additional analyses suggested that the observed effects were mediated by the feelings and emotions raised by the messages. In non-smokers, both the affective and cognitive message engendered slightly more negative implicit evaluations. We conclude that persuasive messages change implicit evaluations in a way that depends on properties of the message and of the participant. Thus, our data open new avenues for research directed at tailoring persuasive messages to change implicit evaluations.

When bias binds: Effect of implicit outgroup bias on ingroup affiliation.

We tested a novel process we term implicit homophily in which perceivers' implicit outgroup bias shapes their affiliative responses toward ingroup targets with outgroup friends as a function of perceived similarity. Across 4 studies, we tested implicit homophily in the context of racial groups. We found that White participants with higher implicit anti-Black bias reported less affiliative responses toward White targets with Black friends compared with White targets with White friends, and this effect persisted above and beyond the effects of implicit pro-White bias and explicit racial bias (Studies 1-3). We further found evidence that this relationship between implicit anti-Black bias and affiliation exists because participants infer how comfortable targets are around outgroup members (Preliminary Study) and use this information to infer similarity on this dimension (Studies 1-3). Our findings also suggested that stigma transference and expectancy violation were not viable alternative mediators (Preliminary Study and Study 1). Finally, women's implicit anti-Black bias predicted their likelihood of having Facebook friends with Black friends, providing ecological and behavioral evidence of implicit homophily (Study 4). Implications for research on stigma by association, extended contact, affiliation, and network formation are discussed.

Religiousness and aggression in adolescents: The mediating roles of self-control and compassion.

Although people have used religion to justify aggression, evidence suggests that greater religiousness corresponds with less aggression. We explored two explanations for the religion-aggression link. First, most major religions teach self-control (e.g., delaying gratification, resisting temptation), which diminishes aggression. Second, most major religions emphasize compassionate beliefs and behavior (i.e., perspective taking, forgiveness, a broader love of humanity) that are incompatible with aggression. We tested whether self-control and compassion mediated the relationship between religion and aggression (direct and indirect) in a longitudinal study of 1,040 adolescents in the United States. Structural equation analyses revealed that self-control and compassion together completely mediated the religion-aggression relationship for both types of aggression.

When does relational information influence evaluative conditioning?

Building on the intriguing findings of Peters and Gawronski (2011, Experiment 3), we examined the conditions under which relational information (i.e., information about how two stimuli are related) moderates evaluative conditioning (EC; i.e., the effect of stimulus pairing on liking). In Experiment 1, participants saw stimulus pairs that consisted of a novel nonword (conditioned stimulus; CS) and a known positive or negative word (unconditioned stimulus; US). Before or after the pairings, participants were told that the nonword had the opposite meaning to the word with which it was paired. Subsequent measures of the implicit evaluation of the nonwords revealed that nonwords paired with positive words were liked less than nonwords paired with negative words, but only when the relational information was presented before the CS-US pairings. In a second experiment, participants were first informed that the CS and US of each pair were related in one way (e.g., that they have the same meaning). Afterwards, this information was either confirmed (e.g., that they indeed have the same meaning) or reversed (e.g., that they actually have an opposite meaning). Whereas the first relational information had more impact on implicit evaluations than on explicit evaluations, the reverse was true for the second relational information. Moreover, informing participants that CS and US were equivalent produced the same effects as pairing CS and US without providing explicit relational information, thus suggesting that the mere co-occurrence of CS and US is treated as a cue for equivalence of CS and US. Implications for mental process models of EC are discussed.

Consider the source: persuasion of implicit evaluations is moderated by source credibility.

The long history of persuasion research shows how to change explicit, self-reported evaluations through direct appeals. At the same time, research on how to change implicit evaluations has focused almost entirely on techniques of retraining existing evaluations or manipulating contexts. In five studies, we examined whether direct appeals can change implicit evaluations in the same way as they do explicit evaluations. In five studies, both explicit and implicit evaluations showed greater evidence of persuasion following information presented by a highly credible source than a source low in credibility. Whereas cognitive load did not alter the effect of source credibility on explicit evaluations, source credibility had an effect on the persuasion of implicit evaluations only when participants were encouraged and able to consider information about the source. Our findings reveal the relevance of persuasion research for changing implicit evaluations and provide new ideas about the processes underlying both types of evaluation.

PsychDisclosure.org : Grassroots Support for Reforming Reporting Standards in Psychology.

There is currently an unprecedented level of doubt regarding the reliability of research findings in psychology. Many recommendations have been made to improve the current situation. In this article, we report results from PsychDisclosure.org, a novel open-science initiative that provides a platform for authors of recently published articles to disclose four methodological design specification details that are not required to be disclosed under current reporting standards but that are critical for accurate interpretation and evaluation of reported findings. Grassroots sentiment-as manifested in the positive and appreciative response to our initiative-indicates that psychologists want to see changes made at the systemic level regarding disclosure of such methodological details. Almost 50% of contacted researchers disclosed the requested design specifications for the four methodological categories (excluded subjects, nonreported conditions and measures, and sample size determination). Disclosed information provided by participating authors also revealed several instances of questionable editorial practices, which need to be thoroughly examined and redressed. On the basis of these results, we argue that the time is now for mandatory methods disclosure statements for all psychology journals, which would be an important step forward in improving the reliability of findings in psychology.

Do implicit attitudes predict actual voting behavior particularly for undecided voters?

The prediction of voting behavior of undecided voters poses a challenge to psychologists and pollsters. Recently, researchers argued that implicit attitudes would predict voting behavior particularly for undecided voters whereas explicit attitudes would predict voting behavior particularly for decided voters. We tested this assumption in two studies in two countries with distinct political systems in the context of real political elections. Results revealed that (a) explicit attitudes predicted voting behavior better than implicit attitudes for both decided and undecided voters, and (b) implicit attitudes predicted voting behavior better for decided than undecided voters. We propose that greater elaboration of attitudes produces stronger convergence between implicit and explicit attitudes resulting in better predictive validity of both, and less incremental validity of implicit over explicit attitudes for the prediction of voting behavior. However, greater incremental predictive validity of implicit over explicit attitudes may be associated with less elaboration.