Mindsets and pre-conscious open-mindedness to incidental information

By Kentaro Fujita, Peter M. Gollwitzer, G. Oettingen. 2007

301 citations recorded by the source corpus.

Abstract Mindset theory ( Gollwitzer, 1990 ) proposes that deliberative mindsets are marked by more open-minded processing of information, whereas implemental mindsets are characterized by more closed-minded processing. Accordingly, deliberative and implemental mindsets should differ in selective processing of incidental information when performing a central task. In three experiments, participants in deliberative and implemental mindsets performed a computer task while randomly presented incidental, unavoidable words. A subsequent recognition memory test assessed selective processing of these incidental words. Results revealed that deliberative mindsets led to superior recognition memory, suggesting increased open-mindedness to processing incidental information. Implications for mindset and goal theories are discussed.

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

View Paper: https://www.semanticscholar.org/paper/c5dfd43083af34376b32ad1363bf974e07ae6589

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Citations in the corpus

Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “Higher implicit gender bias is acquired at the beginning of elementary school and is generally associated with lower performance of females in math during college, lower desire to pursue STEM-based careers and lower association of math with self, even for women who had selected math-intensive majors”
National differences in gender–science stereotypes predict national sex differences in science and math achievement (2009, background): “Individual differences in the tendency to associate male with science (or math) on the IAT predicts interest, participation, and performance in scientific domains (14, 40, 41).”
A Goal-Based Model of Product Evaluation and Choice (2012, background): “8: Goal focus will be higher for people in an implemental, as opposed to a deliberative, mind-set (Fujita et al. 2007).”
Majoring in STEM—What Accounts for Women's Career Decision Making? A Mixed Methods Study (2014, background): “Stereotype threat is linked to the idea that women underperform in mathematics tests due to a concern that their performance might confirm negative stereotypes about their group (Kiefer & Sekaquaptewa, 2007; Nosek, Banaji, & Greenwald, 2002; Schmader, 2002).”
Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, background): “Further, implicit math-gender stereotypes appeared to play a main role in undermining women’s math performance ( Kiefer and Sekaquaptewa 2007a ).”