When the method makes a difference: Antagonistic effects on “automatic evaluations” as a function of task characteristics of the measure

Mechanisms underlying approach-avoidance instruction effects on implicit evaluation: Results of a preregistered adversarial collaboration

“…4 We calculated two evaluative priming scores for each - 4 The current data treatment deviated from our pre-registered data-reduction method, which was originally based on procedures used by Van Dessel et al (2015). However, after discussion among the authors, we decided to adopt an alternative procedure that was based on previous research by the second author (e.g., Deutsch & Gawronski, 2009;Gawronski, Balas, & Creighton, 2014). This decision was made on the basis of the following arguments.…”

A functional-cognitive framework for attitude research

“…The framework presented in this article builds upon our previous work in which we provided arguments for the need to separate behavioral effects and mental processes (e.g., De Houwer, 2007, 2011Deutsch & Gawronski, 2009;. Some of this work already provided non-mental definitions of specific attitudinal phenomena (e.g., EC; see De Houwer, 2007) while other work pointed to the mutually reinforcing nature of functional and cognitive levels of analysis in psychology in general (De Houwer, 2011;Hughes, Barnes-Holmes, & De Houwer, 2011).…”

“…Therefore, the absence of an evaluative response on an indirect measure might be due either to the fact that the implicit attitude was not activated or to the fact that it did not influence the observed response (e.g., Gawronski, Cunningham, LeBel, & Deutsch, 2010). Likewise, variables that influence evaluative responses on indirect measures might do so not because they influence the activation of implicit attitudes, but because they affect the mechanisms through which implicit attitudes influence behavior (e.g., Deutsch & Gawronski, 2009).…”

Guilty by mere similarity: Assimilative effects of facial resemblance on automatic evaluation

“…A common finding in the fluency literature is that the experienced ease of processing a stimulus can elicit a positive affective response (e.g., Winkielman & Cacioppo, 2001), which may be misattributed to the stimulus itself (e.g., Reber, Winkielman, & Schwarz, 1998). Yet, an important question is what happens when the fluency of processing a given stimulus is enhanced by its resemblance to a known stimulus of negative valence (e.g., when encountering a face 3 The data treatment followed procedures by Gawronski and Deutsch in earlier studies using evaluative priming tasks (e.g., Deutsch & Gawronski, 2009;Gawronski, Deutsch, Mbirkou, Seibt, & Strack, 2008). resembling the one of an old foe from college; see Winkielman et al, 2012).…”