Need for cognition can magnify or attenuate priming effects in social judgment

This article hypothesizes that the individual-difference variable, need for cognition (NFC), can have opposite implications for priming effects, depending on prime blatancy. Subtle primes are argued to be more effective for high- versus low-NFC individuals. This is because for high-NFC individuals, (a) constructs are generally easier to activate, (b) their higher amount of thought offers more opportunity for an activated construct to bias judgment, and (c) their thoughtfully formed judgments are more likely to affect behavior. However, because high-NFC individuals are adept at identifying and correcting for bias, with blatant primes the activated construct should be less likely to exert its default influence. Furthermore, with blatant primes, low-NFC individuals may achieve sufficient activation for primes to affect judgment. Across three studies, it is shown that as NFC increases, the magnitude of priming effects increases with a subtle prime but decreases with a blatant prime.     

Does self-consciousness increase or decrease priming effects? It depends

Self-consciousness has been shown to both increase and decrease the magnitude of prime-to-behavior effects. In this paper, we decouple the facets of self-consciousness into internal state awareness and self-reflectiveness and show that self-consciousness can be associated with multiple influences on automatic behavior. Specifically, we conducted an experiment demonstrating that increased internal state awareness decreased the magnitude of the prime-to-behavior effect, whereas increased self-reflectiveness amplified the effect. These effects operated independently of self-monitoring and suggest a multiple process approach to understanding prime-to-behavior effects.     

The Influence of Spokesperson Trustworthiness on Message Elaboration,Attitude Strength,and Advertising Effectiveness

Recent research has shown that information presented by untrustworthy endorsers is likely to be thoughtfully elaborated, whereas information presented by trustworthy endorsers is likely to be unthinkingly accepted (Priester & Petty, 1995). Study 1 manipulated argument quality and assessed cognitive responses to demonstrate that this influence of trustworthiness on persuasion holds for familiar endorsers likely to be used in actual advertisements. Study 2 demonstrated that trustworthiness can be influenced by individuals endorsing too many products, with similar persuasion consequences (i.e., untrustworthy endorsers prompt greater scrutiny of product‐related attributes than trustworthy endorsers). Study 2 also found that the attitudes that resulted from an untrustworthy endorser came to mind faster, even when those attitudes were equivalently positive—thus demonstrating that elaboration can influence attitude accessibility. This research provides evidence that attitude extremity may not be a sufficient indicator of advertising effectiveness, in that equally extreme attitudes can vary as to the bases by which they were formed, their underlying strength, and their effectiveness. Further, this research provides theoretical and strategic insight into the use of trustworthy and untrustworthy endorsers.     

Computer-aided instruction in a physiological psychology course

A simulation/tutorial sequence was introduced into an undergraduate physiological psychology class (N=32) to provide a laboratory experience. The college computer center managed the IBM-PC-compatible networked facility. The sequence included neuroanatomy, stereotaxic surgery, histology, electrical self-stimulation, and use of the polygraph. All the software was off the shelf except for the stereotaxic surgery/histology/self-stimulation package, which was written by the authors using ToolBook running under Windows.     

A metacognitive approach to "implicit" and "explicit" evaluations: comment on Gawronski and Bodenhausen (2006)

A metacognitive model (MCM) is presented to describe how automatic (implicit) and deliberative (explicit) measures of attitudes respond to change attempts. The model assumes that contemporary implicit measures tap quick evaluative associations, whereas explicit measures also consider the perceived validity of these associations (and other factors). Change in explicit measures is greater than implicit measures when new evaluative associations are formed and old associations are rejected. Implicit measure change is greater than explicit when newly formed evaluative associations are rejected. When implicit and explicit evaluations conflict, implicit ambivalence can occur. The authors relate the MCM to the associative-propositional evaluation model and explain how the MCM builds on the attitude strength assumptions of the elaboration likelihood model of persuasion.     

Not all stereotyping is created equal: differential consequences of thoughtful versus non-thoughtful stereotyping

Much research emphasizes heuristic use of stereotypes, though stereotypes have long been considered as capable of influencing more thoughtful processing of social information. Direct comparisons between thoughtful and non-thoughtful stereotyping are lacking in the literature. Recent research in attitude change emphasizes the different consequences of judgments arising from relatively thoughtful versus non-thoughtful processes. Therefore, increased thought could not only fail to decrease stereotyping but might also create stereotypic perceptions that are more likely to have lasting impact. The current studies demonstrate thoughtful and non-thoughtful stereotyping within the same setting. More thoughtful stereotyping is more resistant to future attempts at change and to warnings of possible bias. Implications are discussed for the typical research questions asked after observing stereotypic judgements.     

The Internet and sexuality education: Tapping into the wild side

To see whether observing information exchanges in “cyberspace” had a positive effect on computer usage and attitudes, students in an advanced undergraduate sexuality class were given an Internet project. Their pre- and postproject computer attitude and utilization reports were compared with those of a traditional computer usage research methods course taught by the same instructor. Overall, the e-mail/Internet project did not have a positive effect on computer usage and attitudes, whereas the more traditional computer as research tool usage taught in the methods class did have a positive effect.     

Increase in mastery levels using a computer-based tutorial/simulation in experimental psychology

A computer program was written in PCPilot to teach a unit in basic concepts in experimental design. The graphics-based program includes both tutorials and simulations. The students who used the program had significantly higher test scores than those in another class who did not; they reported that they enjoyed learning to use the program.