Retrieval cues fail to influence contextualized evaluations.

Initial evaluations generalise to new contexts, whereas counter-attitudinal evaluations are context-specific. Counter-attitudinal information may not change evaluations in new contexts because perceivers fail to retrieve counter-attitudinal cue-evaluation associations from memory outside the counter-attitudinal learning context. The current work examines whether an additional, counter-attitudinal retrieval cue can enhance the generalizability of counter-attitudinal evaluations. In four experiments, participants learned positive information about a target person, Bob, in one context, and then learned negative information about Bob in a different context. While learning the negative information, participants wore a wristband as a retrieval cue for counter-attitudinal Bob-negative associations. Participants then made speeded as well as deliberate evaluations of Bob while wearing or not wearing the wristband. Internal meta-analysis failed to find a reliable effect of the counter-attitudinal retrieval cue on speeded or deliberate evaluations, whereas the context cues influenced speeded and deliberate evaluations. Counter to predictions, counter-attitudinal retrieval cues did not disrupt the generalisation of first-learned evaluations or the context-specificity of second-learned evaluations (Experiments 2-4), but the counter-attitudinal retrieval cue did influence evaluations in the absence of context cues (Experiment 1). The current work provides initial evidence that additional counter-attitudinal retrieval cues fail to disrupt the renewal and generalizability of first-learned evaluations

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

Reducing Implicit Racial Preferences: II Intervention Effectiveness Across Time

Implicit preferences are malleable, but does that change last? We tested 9 interventions (8 real and 1 sham) to reduce implicit racial preferences over time. In 2 studies with a total of 6,321 participants, all 9 interventions immediately reduced implicit preferences. However, none were effective after a delay of several hours to several days. We also found that these interventions did not change explicit racial preferences and were not reliably moderated by motivations to respond without prejudice. Short-term malleability in implicit preferences does not necessarily lead to long-term change, raising new questions about the flexibility and stability of implicit preferences. (PsycINFO Database Recor

Efficient Control Regulates Bias Under Time Pressure

When cognitive capacity is constrained, do responses reflect automatically activated associations, or the ability to efficiently regulate those associations? According to some attitude models, deliberate self-regulatory processes drive response when capacity and motivation are sufficient, but automatically activated associations drive responses when capacity or motivation is constrained. However, other research has demonstrated that some forms of self-regulation operate efficiently enough to influence responses even when cognitive capacity is constrained. Participants completed an explicit measure of racial bias either under normal conditions or conditions that constrain cognitive capacity. Using the Quadruple Process model (Sherman et al., 2008), we estimated the strength of participants' automatic associations and their ability to regulate associations. Results showed that the tendency to demonstrate increased explicit bias under time pressure depended on the extent of efficient self-regulatory processes