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This volume provides an authoritative synthesis of a dynamic, influential area of psychological research. Leading investigators address all aspects of dual-process theories: their core assumptions, conceptual foundations, and applications to a wide range of social phenomena. In 38 chapters, the volume addresses the pivotal role of automatic and controlled processes in attitudes and evaluation; social perception; thinking and reasoning; self-regulation; and the interplay of affect, cognition, and motivation. Current empirical and methodological developments are described. Critiques of the duali

The present research investigated the role of cognitive balance versus associative transfer of valence in attitude change. Participants first formed positive or negative attitudes toward several source individuals. Subsequently, participants were shown source-target pairs along with information about the source-target relationship ('likes'/'dislikes'). Afterwards, participants' attitudes towards the sources were changed by means of information that was opposite to the initially induced attitude. In a control condition, initial source attitudes were remained unqualified. Results in the control condition showed that initially formed attitudes and available relationship information produced target evaluations that were consistent with the notion of cognitive balance. However, when attitudes toward the sources changed, target evaluations directly matched attitudes toward individually associated sources, irrespective of the relation between source and target. These results suggest that associative transfer of valence can disrupt the emergence of cognitive balance after attitude change.

AbstractThe development of spontaneous gender stereotyping in children was investigated using the newly developed Action Interference Paradigm (AIP). This task consists of assigning gender‐stereotypical toys as quickly as possible to boys and girls in either a stereotype‐congruent or a stereotype‐incongruent manner. A pilot study with 38 children (mean age 5.1 years) provided evidence for spontaneous gender stereotyping in the AIP, which was reflected in higher latencies for stereotype‐incongruent compared with stereotype‐congruent toy assignments. The main study, with 66 children (aged 5, 8 and 11 years), compared the development of spontaneous stereotyping with established measures of stereotype flexibility and stereotype knowledge. Stereotype flexibility showed a strong increase from age 5 to 11. In contrast, stereotype knowledge and spontaneous stereotyping remained stable at high levels. The results provide evidence for a dissociation between stereotype flexibility and spontaneous stereotyping, suggesting that spontaneous stereotyping may be more closely related to stereotype knowledge than to stereotype flexibility.

Zusammenfassung: Drei mögliche Einflussarten des ersten Eindrucks auf die Verarbeitung neuer Informationen wurden simultan in einem Experiment untersucht: (a) Assimilationseffekte bei der Beurteilung neuer Verhaltensinformationen, (b) geringere Gewichtung nachfolgender im Vergleich zu ersten Informationen und (c) eine verstärkte Suche nach situationalen Erklärungen für erwartungsinkonsistentes Verhalten. Die Ergebnisse stützen die Hypothese einer assimilativen Beurteilung neuer Verhaltensinformationen. Evidenz für eine geringere Gewichtung neuer Informationen sowie für eine verstärkte Suche nach situationalen Erklärungen konnte nicht gefunden werden. Die Ergebnisse werden aus der Sicht aktueller Zwei-Prozess-Modelle der Personenwahrnehmung diskutiert.

Evaluative conditioning is one of the most widely studied procedures for establishing and changing attitudes. The surveillance task is a highly cited evaluative-conditioning paradigm and one that is claimed to generate attitudes without awareness. The potential for evaluative-conditioning effects to occur without awareness continues to fuel conceptual, theoretical, and applied developments. Yet few published studies have used this task, and most are characterized by small samples and small effect sizes. We conducted a high-powered (N = 1,478 adult participants), preregistered close replication of the original surveillance-task study (Olson & Fazio, 2001). We obtained evidence for a small evaluative-conditioning effect when "aware" participants were excluded using the original criterion - therefore replicating the original effect. However, no such effect emerged when three other awareness criteria were used. We suggest that there is a need for caution when using evidence from the surveillance-task effect to make theoretical and practical claims about "unaware" evaluative-conditioning effects.