On the controllability of evaluative-priming effects: Some limits that are none

Two experiments examined recent claims of uncontrollability of the evaluative-priming effect. According to these claims, imposing an adaptive 600 ms response deadline prevents successful faking (Degner, 2009). Furthermore, strategic control attempts have been argued not to reduce the priming measure's sensitivity to spontaneous evaluations so that correlations of evaluative-priming effects with external criteria are not affected by attempts to fake (Bar-Anan, 2010). Here, we show that faking is possible even with an adaptive 600 ms response deadline when faking instructions do not conflict with speed pressures imposed thereby (Experiments 1 and 2). In addition, suitable faking instructions substantially affect the predictive validity of priming effects in terms of their correlations with (non-faked) self-report measures and the Implicit Association Test (Experiment 2). The previous claims about the uncontrollability of the evaluative-priming effect may thus have been premature.     

The role of risk perception and efficacy cognitions in the prediction of HIV-related preventive behavior and condom use

Abstract

Based on empirical findings on the central model variables of the Protection Motivation Theory, the influence of perceived susceptibility, perceived severity of the threat of AIDS, communicative and sexual self-efficacy, and outcome expectancy on various aspects of HIV-preventive behavior was examined. The study was based on a sample of 468 heterosexual adults between the ages of 20 and 45 years. The data were obtained by means of questionnaires filled out at various vacation sites that draw mass tourism or in the subjects' home town. The most significant predictor of behavior was found to be self-efficacy expectancy as regards assertiveness and use of HIV-related preventive measures. A high communicative self-efficacy expectancy, on the other hand, is associated with a higher level of risk behavior among certain subgroups and under certain behavioral aspects. This confirms the necessity of acknowledging the different forms of self-efficacy expectancy in sexual interactions. Perceived personal threat is also associated with risk behavior with respect to certain behavioral operationalizations. From this it can be concluded that one's own behavior is used as the basis for appraising one's susceptibility. The results also show that distinctions must be made when analyzing HIV-related risk behavior. In particular, a difference must be made between absolute behavior (degree of the risk behavior) and relative behavior (change - especially reduction - in risk behavior due to the danger of AIDS).     

Free Associations as a Measure of Stable Implicit Attitudes

Two studies explored the psychometric properties of free association methods for the assessment of attitudes. Even though the stability of the actual associations was rather low, psychometric properties of the valence estimates of the free associations were highly satisfactory. Valence estimates of associations were provided by independent judges who rated the valence of the associations that were generated by participants. Valence estimates of the associations showed satisfactory internal consistencies and retest reliabilities over three weeks. Additionally, valence estimates of the associations were significantly and independently related to both explicit self‐reported attitudes and implicit attitudes that were assessed with an Ossi–Wessi Implicit Association Test. Free association methods represent a useful complement to the family of implicit measures and are especially suitable for the assessment of non‐relative attitudes towards single attitude objects. Copyright © 2012 John Wiley & Sons, Ltd.     

Empirically Derived Ability-Achievement Subtypes in a Clinical Sample

The purpose of the present study was to identify reliable and clinically meaningful patterns of ability and achievement using the WISC-III and WIAT. Cluster analysis was used to group the 182 WISC-III and WIAT profiles (10 WISC-III subtests and 4 WIAT subtests) of children between the ages of 9 and 14 years. Theoretical and empirical considerations were used to identify a cluster solution, which involved comparison of several five-, six- and eight-cluster solutions. A five-cluster solution was selected as being representative of the data, which was well replicated across three hierarchical clustering methods (i.e., complete linkage, average linkage-within groups, and average linkage-between groups (UPGMA)). The clusters were labeled based on their most salient characteristics, which included a group of predominantly low ability and achievement, a group demonstrating a pattern of verbal processing deficits, a group demonstrating a pattern of visual spatial/processing speed deficits, a group with low ability and achievement with average processing speed, and a group with deficits consistent with an ACID pattern. The external validity of the five subtypes was assessed through an evaluation of the relationship between cluster membership and neuropsychological test data. Most predictions regarding neuropsychological performance were supported by the data, providing further evidence of the validity of the five-cluster solution. Clinical implications of the ability-achievement typology and suggestions for future research are discussed.     

Cross-cultural generalizability of the Personality and Role Identity Structural Model (PRISM): Implications for trait and cultural psychology

The cross-cultural generalizability of the Personality and Role Identity Structural Model (PRISM; Wood & Roberts, 2006) was tested in the United States, Mexico, Malaysia, China, and Japan. Participants rated their general and role identities, as defined by the PRISM, using Big Five trait adjectives, then rated their personality states (i.e., role experiences) in various roles in multiple daily interactions for 14 days. Structural predictions based on the PRISM were supported in all five cultures. Cultural differences were limited and did not reflect cultural differences in individualism–collectivism, dialecticism, or cultural tightness. The results supported the cross-cultural generalizability of the PRISM and the merits of contextualized trait measures in the prediction of role experiences. Implications for trait and cultural psychology are discussed.     

浅谈临床教学风险管理的具体措施

临床教学过程中的风险不容忽视。通过了解相关法律知识,将教学实践与法律相结合,尊重患者的隐私权、知情同意权,加强对医疗文书的管理,提高医患沟通技巧,才能确保临床教学安全有序地进行。     

What Can Political Psychology Learn from Implicit Measures? Empirical Evidence and New Directions

Implicit measures have become very popular in virtually all areas of basic and applied psychology. However, there are empirical and theoretical arguments that might raise doubts about their usefulness in research on political attitudes. Based on a review of relevant evidence, we argue that implicit measures can be useful to identify distal sources of political preferences in domains where self‐presentation may bias self‐reports (e.g., influence of racial attitudes on voting decisions). In addition, implicit measures of proximal political attitudes can contribute to the prediction of future political decisions by virtue of their capability to predict biases in the processing of decision‐relevant information (e.g., prediction of voting behavior of undecided voters). These conclusions are supported by research showing that implicit measures predict real‐world political behavior over and above explicit measures. The reviewed findings suggest that implicit measures may serve as a useful supplement to improve the prediction of election outcomes. Open questions and potential directions for future research are discussed.     

Explicit feedback maintains implicit knowledge

The role of feedback was investigated with respect to conscious and unconscious knowledge acquired during artificial grammar learning (AGL). After incidental learning of training sequences, participants classified further sequences in terms of grammaticality and reported their decision strategy with or without explicit veridical feedback. Sequences that disobeyed the learning structure conformed to an alternative structure. Feedback led to an increase in the amount of reported conscious knowledge of structure (derived rules and recollections) but did not increase its accuracy. Conversely, feedback maintained the accuracy of unconscious knowledge of structure (intuition or familiarity-based responses) which otherwise degraded. Results support a dual-process account of AGL. They suggest that implicit learning of the to-be-rejected structure at test contaminates familiarity-based classifications whereas feedback allows competing familiarity signals to be contextualised, which is incompatible with theories that consider familiarity context-insensitive.