The Experts below are selected from a list of 6933 Experts worldwide ranked by ideXlab platform
Mahzarin R. Banaji - One of the best experts on this subject based on the ideXlab platform.
-
children s Implicit Attitude acquisition evaluative statements succeed repeated pairings fail
Developmental Science, 2020Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
-
Children’s Implicit Attitude acquisition: Evaluative statements succeed, repeated pairings fail
Developmental science, 2019Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
-
Implicit Attitude measures consistency stability and convergent validity
Psychological Science, 2001Co-Authors: William A Cunningham, Kristopher J Preacher, Mahzarin R. BanajiAbstract:In recent years, several techniques have been developed to measure Implicit social cognition. Despite their increased use, little attention has been devoted to their reliability and validity. This article undertakes a direct assessment of the interitem consistency, stability, and convergent validity of some Implicit Attitude measures. Attitudes toward blacks and whites were measured on four separate occasions, each 2 weeks apart, using three relatively Implicit measures (response-window evaluative priming, the Implicit Association Test, and the response-window Implicit Association Test) and one explicit measure (Modern Racism Scale). After correcting for interitem inconsistency with latent variable analyses, we found that (a) stability indices improved and (b) Implicit measures were substantially correlated with each other, forming a single latent factor. The psychometric properties of response-latency Implicit measures have greater integrity than recently suggested.
Tessa Elizabeth Sadie Charlesworth - One of the best experts on this subject based on the ideXlab platform.
-
children s Implicit Attitude acquisition evaluative statements succeed repeated pairings fail
Developmental Science, 2020Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
-
Children’s Implicit Attitude acquisition: Evaluative statements succeed, repeated pairings fail
Developmental science, 2019Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
Benedek Kurdi - One of the best experts on this subject based on the ideXlab platform.
-
children s Implicit Attitude acquisition evaluative statements succeed repeated pairings fail
Developmental Science, 2020Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
-
Children’s Implicit Attitude acquisition: Evaluative statements succeed, repeated pairings fail
Developmental science, 2019Co-Authors: Tessa Elizabeth Sadie Charlesworth, Benedek Kurdi, Mahzarin R. BanajiAbstract:From the earliest ages tested, children and adults show similar overall magnitudes of Implicit Attitudes toward various social groups. However, such consistency in Attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire Implicit Attitudes. This experiment investigated children's Implicit Attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form Implicit Attitudes in adults. Children (N = 280, ages 7-11 years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired Implicit Attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire Implicit Attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's Implicit Attitude acquisition, as well as a possible age-related limit in children's acquisition of novel Implicit Attitudes from repeated pairings.
Laura Parolin - One of the best experts on this subject based on the ideXlab platform.
-
Implicit Attitude Toward Caregiving: The Moderating Role of Adult Attachment Styles
Frontiers in Psychology, 2016Co-Authors: Pietro De Carli, A Tagini, Diego Sarracino, Alessandra Santona, Laura ParolinAbstract:Attachment and caregiving are separate motivational systems that share the common evolutionary purpose of favoring child security. In the goal of studying the processes underlying the transmission of attachment styles, this study focused on the role of adult attachment styles in shaping preferences towards particular styles of caregiving. We hypothesized a correspondence between attachment and caregiving styles: we expect an individual to show a preference for a caregiving behavior coherent with his/her own attachment style, in order to increase the chance of passing it on to offspring. We activated different representations of specific caregiving modalities in females, by using three videos in which mothers with different Adult Attachment states of mind played with their infants. Participants’ facial expressions while viewing were recorded and analyzed with FaceReader software. After each video, participants’ Attitudes toward the category “mother” were measured, both explicitly (Semantic Differential) and Implicitly (Single Target Implicit Association Task). Participants’ adult attachment styles (Experiences in Close Relationships Revised) predicted Attitudes scores, but only when measured Implicitly. Participants scored higher on the STIAT after watching a video coherent with their attachment style. No effect was found on the facial expressions of disgust. These findings suggest a role of adult attachment styles in shaping Implicit Attitudes related to the caregiving system.
-
Implicit Attitude toward caregiving the moderating role of adult attachment styles
Frontiers in Psychology, 2016Co-Authors: Pietro De Carli, A Tagini, Diego Sarracino, Alessandra Santona, Laura ParolinAbstract:Attachment and caregiving are separate motivational systems that share the common evolutionary purpose of favoring child security. In the goal of studying the processes underlying the transmission of attachment styles, this study focused on the role of adult attachment styles in shaping preferences toward particular styles of caregiving. We hypothesized a correspondence between attachment and caregiving styles: we expect an individual to show a preference for a caregiving behavior coherent with his/her own attachment style, in order to increase the chance of passing it on to offspring. We activated different representations of specific caregiving modalities in females, by using three videos in which mothers with different Adult Attachment states of mind played with their infants. Participants' facial expressions while watching were recorded and analyzed with FaceReader software. After each video, participants' Attitudes toward the category "mother" were measured, both explicitly (semantic differential) and Implicitly (single target-Implicit association task, ST-IAT). Participants' adult attachment styles (experiences in close relationships revised) predicted Attitudes scores, but only when measured Implicitly. Participants scored higher on the ST-IAT after watching a video coherent with their attachment style. No effect was found on the facial expressions of disgust. These findings suggest a role of adult attachment styles in shaping Implicit Attitudes related to the caregiving system.
Armand De Clercq - One of the best experts on this subject based on the ideXlab platform.
-
do smokers have a negative Implicit Attitude toward smoking
Cognition & Emotion, 2006Co-Authors: Jan De Houwer, Roel Custers, Armand De ClercqAbstract:Swanson, Rudman, and Greenwald (2001) used an Implicit Association Test (IAT) to measure Attitudes toward smoking and found that smokers have negative Implicit Attitudes toward smoking. In a first experiment, we replicated the results of Swanson et al. but showed that scores on an Attitude IAT do discriminate between smokers and nonsmokers to the same extent than scores on an IAT that is designed to measure associations between smoking and approach or avoidance. In a second experiment, we did find positive Implicit Attitudes toward smoking in smokers when we used a personalised version of the IAT that was designed to be less susceptible to effects of societal views. Our results indicate that Implicit Attitudes should not be dismissed as a causal factor in the maintenance of smoking behaviour.
