I like you, I like you not: Understanding the formation of context-dependent automatic attitudes

By Robert J. Rydell, Bertram Gawronski. 2009

101 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/557001f16570c31ece1e6e329eb4389618b3b780

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Citations in the corpus

The Dominance of Associative Theorizing in Implicit Attitude Research: Propositional and Behavioral Alternatives (2011, background): “More recently, however, both explicit and implicit evaluations have been found to be malleable to a variety of social and contextual influences (Barden, Maddux, Petty, & Brewer, 2004; Ferguson & Bargh, 2004; Rydell & gawronski, 2009; Wittenbrink, Judd, & Park, 2001).”
12. Formation, change, and contextualization of mental associations: determinants and principles of variations in implicit measures (2010, background): “One example is research that has used verbal descriptions to create positive or negative implicit evaluations of individuals or social groups (e.g., Gawronski, Walther, & Blank, 2005; Gregg et al., 2006; Rydell & McConnell, 2006; Rydell, McConnell, Strain, Claypool, & Hugenberg, 2007).”
Implicit and Explicit Evaluation: A Brief Review of the Associative-Propositional Evaluation Model (2014, background): “…experiences influence subsequent implicit evaluations only in the context in which these experiences occurred, whereas initial attitudinal experiences continue to influence implicit evaluations in any other context (e.g.,Rydell & Gawronski, 2009; for a review, see Gawronski & Cesario, 2013).”
The Associative–Propositional Evaluation Model: Theory, Evidence, and Open Questions (2011, background): “…is associated with both positive and negative information in memory, contextual cues may influence which of these associations become activated in response to the object, thereby producing different implicit evaluations of the object as a function of the context (e.g., Rydell & Gawronski, 2009).”
baCk To The fUTUre of DissonanCe Theory: CogniTive ConsisTenCy as a Core moTive (2012, background): “…any inconsistency because both attributes can be present at the same time, the inconsistency in the latter case would have to be resolved, for example by specifying the contexts in which each ascription is accurate (e.g., Fred is warm at home and Fred is cold at work; see Rydell & Gawronski, 2009).”
A History of Implicit Social Cognition Where Is It Coming From? Where Is It Now? Where Is It Going? (2010, background): “Yet, inspired by this debate, researchers have started to study the learning mechanisms that lead to context-dependent or context-independent responses on indirect measures (e.g., Rydell & Gawronski, 2009).”
Holding on to our functional roots when exploring new intellectual islands: A voyage through implicit cognition research (2012, background): “…established histories of relating generated within an experimental context via instructions, inferences or statements (e.g., Gast & De Houwer, 2012; Rydell & Gawronski, 2009; Smith, De Houwer, & Nosek, in press), evaluative conditioning (Hofmann et al., 2010), minimal groups manipulations…”