I like you,I like you not: Understanding the formation of context-dependent automatic attitudes

Previous research has shown that automatic evaluations can be highly context dependent. Expanding on past research demonstrating context effects for existing attitudes toward familiar objects, the present research examined basic principles that guide the formation of context-dependent versus context-independent automatic attitudes. Results from four experiments showed that: (a) newly formed attitudes generalised to novel contexts when prior experiences with the attitude object were evaluatively homogeneous; (b) when prior experiences were evaluatively heterogeneous, automatic evaluations became context sensitive, such that they reflected the contingency between the valence of prior experiences and the context in which these experiences occurred; and (c) when prior experiences were evaluatively heterogeneous across different contexts, novel contexts elicited automatic evaluations that reflected the valence of first experiences with the attitude object. Implications for research on automatic evaluation and attitude change are discussed.     

On the dynamics of implicit emotion regulation: Counter-regulation after remembering events of high but not of low emotional intensity

Valence biases in attention allocation were assessed after remembering positive or negative personal events that were either still emotionally hot or to which the person had already adapted psychologically. Differences regarding the current state of psychological adjustment were manipulated experimentally by instructing participants to recall distant vs. recent events (Experiment 1) or affectively hot events vs. events to which the person had accommodated already (Experiment 2). Valence biases in affective processing were measured with a valence search task. Processes of emotional counter-regulation (i.e., attention allocation to stimuli of opposite valence to the emotional event) were elicited by remembering affectively hot events, whereas congruency effects (i.e., attention allocation to stimuli of the same valence as the emotional event) were obtained for events for which a final appraisal had already been established. The results of our study help to resolve conflicting findings from the literature regarding congruent vs. incongruent effects of remembering emotional events on affective processing. We discuss implications of our findings for the conception of emotions and for the dynamics of emotion regulation processes.     

Whiteheadian Societies and Peirce's Law of Mind: Actuality and Potentiality in the Cosmic Process

Abstract

A more suitable philosophical position to counter the claims of scientific materialism re the nature of physical reality can possibly be found in combining the metaphysics of A.N. Whitehead and C.S. Peirce. Peirce postulated a habit-forming tendency or inbuilt potentiality of the cosmic process as a whole to move over time toward ever greater organization and more complex structure. But he is vague on how “the law of the mind” applies to nature below the level of human self-awareness. Whitehead's notion of actual entities (momentary self-constituting subjects of experience) as the “final real things of which the world is made up” logically allows for some primitive form of subjectivity with the requisite potentiality for habit-formation at all levels of existence and activity within nature. In addition, Whitehead's notion of structured societies made up of subsocieties with a “regnant” subsociety seems philosophically to justify the new emphasis on bottom-up rather than top-down causation in the emergence of more complex levels of existence and activity within the life-sciences.     

The im-possibility of secular critique: The future of religion's memory

The legacy of secular critique, with its Greek, Christian, Kantian, modernist traces, constitutes an aporetic law (or contradiction). That law is this: a critical legacy, if it is critical, can affirm and sustain itself only by trying to separate it from itself (from the very crisis that it is). The legacy or history of ‘religion’ is always a history of such critique. Such a legacy always anticipates critiquing itself, its memory (of whatever kind – racist, sexist, colonialist, nationalist). Such a legacy of critique is always a legacy of crisis. However, the crisis of such a legacy cannot be resolved, because critique, as kairos/krisis (critical/decisive moment), can admit of no resolution. Yet the (secular) history of religion, if it is ever historical, can only be a history of such aporetic critique. Such an aporetic critique will be the heritage of religion's im-possible ¹ ?1. I write the word impossible/impossibility with and without a hyphen. When I hyphenate im-possible, I do so to remain true to Derrida's use of it. The im-possible is irreducible to either possibility or impossibility. Sometimes Derrida also writes the word without hyphenating it, but he still implies such irreducibility. future. It is an im-possible future because it will always be a promise, a promise to separate it from itself, a promise that will remain always deferred, always to come. Today, the promise of this secular critique is (in) democracy with its sovereign ‘decisive’ politics. We can no longer simply critique the (future) legacy of religion, understood this way. To do so is to fulfil that legacy's own messianic wish. This is the aporetic limit of secular critique. To think at the limits of the legacy of the critique of religion is to think the very question of the (secular) history of ‘religion’ and its others, that is, ‘religions’.     

Limitations of perceptual segmentation on contextual cueing in visual search

In visual search, detection of a target in a repeated layout is faster than search within a novel arrangement, demonstrating that contextual invariances can implicitly guide attention to the target location (“contextual cueing”; Chun & Jiang, 1998). Here, we investigated how display segmentation processes influence contextual cueing. Seven experiments showed that grouping by colour and by size can considerably reduce contextual cueing. However, selectively attending to a relevant subgroup of items (that contains the target) preserved context-based learning effects. Finally, the reduction of contextual cueing by means of grouping affected both the latent learning and the recall of display layouts. In sum, all experiments show an influence of grouping on contextual cueing. This influence is larger for variations of spatial (as compared to surface) features and is consistent with the view that learning of contextual relations critically interferes with processes that segment a display into segregated groups of items.     

Development and initial validation of an implicit measure of humility relative to arrogance

Data from two studies describe the development of an implicit measure of humility and support the idea that dispositional humility is a positive quality with possible benefits. In Study 1, 135 college students completed Humility and Self-Esteem Implicit Association Tests (IATs) and several self-report measures of personality self-concept. Fifty-four participants also completed the Humility IAT again approximately 2 weeks later and their humility was rated by close acquaintances. The Humility IAT was found to be internally and temporally consistent. Implicit humility correlated with self-reported humility relative to arrogance, implicit self-esteem, and narcissism (inversely). Humility was not associated with self-reported low self-esteem, pessimism, or depression. In fact, self-reported humility relative to arrogance correlated positively with self-reported self-esteem, gratitude, forgiveness, spirituality, and general health. In addition, self-reported humility and acquaintance-rated humility correlated positively; however, implicit humility and acquaintance-rated humility were not strongly associated. In Study 2, to examine the idea that humility might be associated with increased academic performance, we examined actual course grades of 55 college students who completed Humility and Self-Esteem IATs. Implicit humility correlated positively with higher actual course grades when narcissism, conscientiousness, and implicit self-esteem were simultaneously controlled. Implications and future research directions are discussed.     

Processing fluency as a predictor of salience asymmetries in the Implicit Association Test

The Implicit Association Test (IAT) is the most popular indirect measure of attitudes in social psychology. Rothermund and Wentura (2001, 2004) suggested that artifacts such as salience asymmetries are a source of compatibility effects in the IAT, and, therefore, the IAT does not necessarily measure attitude. They claim that salience asymmetries correspond with visual search asymmetries, such that the stimulus categories that are more quickly detected in a visual search task are also compatible in the IAT. We propose that processing fluency is a more reliable indicator of salience asymmetries in the IAT than are visual search asymmetries. To test this hypothesis, we set processing fluency in opposition to visual search asymmetry to see which variable better predicted IAT effects. In one pair of categories, the category that was more quickly detected in visual search was also more fluently processed in a binary classification task. In a second pair of categories, the category that was more quickly detected in visual search was the less fluently processed category. Across four experiments, we demonstrated that compatibility effects in the IAT corresponded with differences in processing fluency between categories, rather than with visual search asymmetries.     

Motor simulation in verbal knowledge acquisition

Recent research highlights the importance of motor processes for a wide range of cognitive functions such as object perception and language comprehension. It is unclear, however, whether the involvement of the motor system goes beyond the processing of information that is gathered through active action experiences and affects also the representation of knowledge acquired through verbal learning. We tested this prediction by varying the presence of motor interference (i.e., squeezing a ball vs. oddball detection task) while participants verbally acquired functional object knowledge and examined the effects on a subsequent object detection task. Results revealed that learning of functional object knowledge was only impaired when participants performed an effector-specific motor task while training. The present finding of an effector-specific motor interference effect on object learning demonstrates the crucial role of the motor system in the acquisition of novel object knowledge and provides support for an embodied account to perception and cognition.     

Questioning implicit motor learning as instantiated by the pursuit-tracking task

The effect of concurrent visual feedback on the implicit learning of repeated segments in a task of pursuit tracking has been tested. Although this feedback makes it possible to regulate the positional error during the movement, it could also induce negative guidance effects. To test this hypothesis, a first set of participants (N?=?42) were assigned to two groups, which performed either the standard pursuit-tracking task based on the experimental paradigm of Pew (1974 Pew, R. W. 1974. Levels of analysis in motor control. Brain Research, 71: 393–400. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; group F-ST), or a task called “movement reproduction” in which the feedback was suppressed (group noF-ST). A second set of participants (N?=?26) performed in the same feedback condition groups but in a dual-task situation (F-DT and noF-DT; Experiment 2). The results appear to confirm our predictions since the participants in groups without feedback, contrary to those in groups with feedback, succeeded with practice in differentiating their performances as a function of the nature of the segments (repeated or nonrepeated) both in simple (Experiment 1) and in dual-task (Experiment 2) situations. These experiments indicate that the feedback in the pursuit-tracking task induces a guidance function potentially resulting in an easiness tracking that prevents the participants from learning the repetition.     

Make the manikin move: Symbolic approach–avoidance responses affect implicit and explicit face evaluations

The present research aimed to replicate and extend findings of Huijding, Muris, Lester, Field, and Joosse (2011), investigating whether symbolic approach–avoidance responses can induce implicit and explicit evaluation biases. Faces with a neutral expression were shown on a computer screen, and participants were instructed to repeatedly move a manikin towards some faces (approach) and away from other faces (avoidance). An affective priming task and a face rating task were used to assess training-compatible differences in implicit and explicit face evaluations, respectively. Results showed that the manikin training was successful: The priming task revealed more positive implicit evaluations of approached than avoided faces, and approached faces were rated more positively than avoided ones in the face rating task. These findings replicate those of Huijding and colleagues by demonstrating training effects on explicit evaluations, and they extend them by demonstrating effects on implicit evaluations.