Explicit Beliefs Research Articles

Transmission of societal stereotypes to individual-level prejudice through instrumental learning

How are societal stereotypes transmitted to individual-level group preferences? We propose that exposure to a stereotype, regardless of whether one agrees with it, can shape how one experiences and learns from interactions with members of the stereotyped group, such that it induces individual-level prejudice-a process involving the interplay of semantic knowledge and instrumental learning. In a series of experiments, participants interacted with players from two groups, described with either positive or negative stereotypes, in a reinforcement learning (RL) task presented as a money-sharing game. Although players' actual sharing rates were equated between groups, participants formed more positive reward associations with players from positively stereotyped than negatively stereotyped groups. This effect persisted even when stereotypes were described as unreliable and participants were instructed to ignore them. Computational modeling revealed that this preference was due to stereotype effects on priors regarding group members' behavior as well as the learning rates through which reward associations were updated in response to player feedback. We then show that these stereotype-induced preferences, once formed, spread unwittingly to others who observe these interactions, illustrating a pathway through which stereotypes may be transmitted and propagated between society and individuals. By identifying a mechanism through which stereotype knowledge can bypass explicit beliefs to induce prejudice, via the interplay of semantic and instrumental learning processes, these findings illuminate the impact of stereotype messages on the formation and propagation of individual-level prejudice.

Determinants of self-management behavior in gout: a scoping review.

This study aimed to identify modifiable determinants of self-management behavior in gout. Four databases (MEDLINE, Embase, PsycINFO and CINAHL) were searched using terms related to gout, self-management and determinants of behavior as described in the Theoretical Domains Framework (TDF). Two reviewers independently selected relevant studies via screening of title/abstract and full text. Thematic synthesis was performed for qualitative data; quantitative data was summarized using cross-tabulation displaying the investigated associations of determinants with self-management behavior. The TDF facilitated identification and grouping of determinants. From 2087 unique articles found, 56 studies were included in this review, of which 27 qualitative and 29 quantitative studies. Eight themes were identified: knowledge and skills for self-management, acceptance of disease, beliefs about necessity of self-management to improve gout-related health, resistance and reluctance for medication adherence and dietary alteration/changes, negative emotions influencing self-management, social support and interactions, environmental context, and self-regulation of behavior. Quantitative determinants associated with self-management behavior, predominantly medication adherence, were mapped to 12 of the 14 domains of the TDF. No determinants regarding skills and goals have been identified in quantitative research. Intervention targets for self-management behavior in gout mainly included determinants related to knowledge, implicit and explicit beliefs and attitudes, the environmental context and resources, (social) support and reinforcement.

Communicated priors tune the perception of control

Action allows us to shape the world around us. But to act effectively we need to accurately sense what we can and cannot control. Classic theories across cognitive science suppose that this ‘sense of agency’ is constructed from the sensorimotor signals we experience as we interact with our surroundings. But these sensorimotor signals are inherently ambiguous, and can provide us with a distorted picture of what we can and cannot influence. Here we investigate one way that agents like us might overcome the inherent ambiguity of these signals: by combining noisy sensorimotor evidence with prior beliefs about control acquired through explicit communication with others. Using novel tools to measure and model control decisions, we find that explicit beliefs about the controllability of the environment alter both the sensitivity and bias of agentic choices; meaning that we are both better at detecting and more biased to feel control when we are told to expect it. These seemingly paradoxical effects on agentic choices can be captured by a computational model where expecting to be in control exaggerates the sensitivity or ‘gain’ of the mechanisms we use to detect our influence over our surroundings – making us increasingly sensitised to both true and illusory signs of agency. In combination, these results reveal a cognitive and computational mechanism that allows public communication about what we can and cannot influence to reshape our private sense of control.

The development of an implicit measure of treatment expectations

ABSTRACT In three preregistered studies, we investigated whether implicit treatment expectations, using a relational implicit measure (the MT-PEP), vary between participants provided opposing information about novel medical treatments (Studies 1 and 2) or who responded based on normative beliefs toward common over-the-counter drugs (Study 3). The studies revealed large Cohen’s d effect sizes of both novel and well-known treatment information within the implicit measure. The studies also provide evidence of convergent validity, with MT-PEP scores associated with explicit beliefs about medicine and over-the-counter drug familiarity. Implicit treatment expectations can be assessed and offer a novel tool for the intersection of social psychology and medicine.

Updating Prospective Self-Efficacy Beliefs About Cardiac Interoception in Anorexia Nervosa: An Experimental and Computational Study.

Patients with anorexia nervosa (AN) typically hold altered beliefs about their body that they struggle to update, including global, prospective beliefs about their ability to know and regulate their body and particularly their interoceptive states. While clinical questionnaire studies have provided ample evidence on the role of such beliefs in the onset, maintenance, and treatment of AN, psychophysical studies have typically focused on perceptual and 'local' beliefs. Across two experiments, we examined how women at the acute AN (N = 86) and post-acute AN state (N = 87), compared to matched healthy controls (N = 180) formed and updated their self-efficacy beliefs retrospectively (Experiment 1) and prospectively (Experiment 2) about their heartbeat counting abilities in an adapted heartbeat counting task. As preregistered, while AN patients did not differ from controls in interoceptive accuracy per se, they hold and maintain 'pessimistic' interoceptive, metacognitive self-efficacy beliefs after performance. Modelling using a simplified computational Bayesian learning framework showed that neither local evidence from performance, nor retrospective beliefs following that performance (that themselves were suboptimally updated) seem to be sufficient to counter and update pessimistic, self-efficacy beliefs in AN. AN patients showed lower learning rates than controls, revealing a tendency to base their posterior beliefs more on prior beliefs rather than prediction errors in both retrospective and prospective belief updating. Further explorations showed that while these differences in both explicit beliefs, and the latent mechanisms of belief updating, were not explained by general cognitive flexibility differences, they were explained by negative mood comorbidity, even after the acute stage of illness.

Connotative aspects of epistemological beliefs

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.

When stereotypes disadvantage boys: Strength of stereotypes in mathematics and language arts and their relations with grades

AbstractThere is growing concern about boys' lagging performance in school, not only in language arts, where the gap is particularly pronounced, but also in mathematics. Stereotypes associating one gender with language arts or with mathematics are likely to contribute to these gaps. Such stereotypes can translate into explicit beliefs such as the extent to which students are aware of societal stereotypes or the extent to which they personally believe stereotypes to be true, but also indirectly into performance following a stereotype threat manipulation. However, few studies have considered these multiple stereotype expressions in both mathematics and language arts to examine their importance in predicting boys' and girls' actual grades in school. To fill this gap, two complementary studies examined high school boys' and girls' awareness and endorsement of stereotypes about both language arts (n = 299) and mathematics (n = 243), as well as whether stereotype threat impaired boys' performance on a spelling test. Although the effect of stereotype threat was not significant overall, our results showed that students were aware of and endorsed strong stereotypes advantaging girls in language arts. In mathematics, students endorsed counter‐traditional stereotypes slightly advantaging girls. Our results also showed that these multiple expressions of stereotypes related to students' grades. In doing so, our work provides insights regarding possible targets for interventions to reduce gender gaps disadvantaging boys in school.

Intuitive pathways into racist beliefs

In this article, we present empirical evidence on the cognitive processes underlying racist beliefs and judgement. We draw on 47 life history interviews with former members of White supremacist groups to better understand how social interactions and stimuli from the wider environment inform cognitive pathways or how people think. While we examine both deliberate and intuitive pathways to racist belief, we focus on the intuitive ways that extreme racist beliefs are cognitively processed before, during and after an individual is involved in the White supremacist movement. In doing so, we fill a critical gap in the literature by providing an empirical analysis of intuition. We illustrate the analytic contributions of our approach, and we conclude by drawing on our evidence to elucidate three puzzles, including: (1) why racist beliefs persist; (2) how people draw on implicit beliefs to make explicit judgements; and (3) how explicit beliefs become encoded in intuitive pathways.

Myth of objectivity and the origin of symbols.

An age-old challenge in epistemology and moral philosophy is whether objectivity exists independent of subjective perspective. Alfred North Whitehead labeled it a "fallacy of misplaced concreteness"; after all, knowledge is represented elusively in symbols. I employ the free energy principle (FEP) to argue that the belief in moral objectivity, although perhaps fallacious, amounts to an ancient and universal human myth that is essential for our symbolic capacity. To perceive any object in a world of non-diminishing (perhaps irreducible) uncertainty, according to the FEP, its constituent parts must display common probabilistic tendencies, known as statistical beliefs, prior to its interpretation, or active inference, as a stable entity. Behavioral bias, subjective emotions, and social norms scale the scope of identity by coalescing agents with otherwise disparate goals and aligning their perspectives into a coherent structure. I argue that by declaring belief in norms as objective, e.g., expressing that a particular theft or infidelity was generally wrong, our ancestors psychologically constructed a type of identity bound only by shared faith in a perspective that technically transcended individual subjectivity. Signaling explicit belief in what were previously non-symbolic norms, as seen in many non-human animals, simulates a top-down point of view of our social interactions and thereby constructs our cultural niche and symbolic capacity. I demonstrate that, largely by contrasting with overly reductive analytical models that assume individual rational pursuit of extrinsic rewards, shared belief in moral conceptions, i.e., what amounts to a religious faith, remains a motivational cornerstone of our language, economic and civic institutions, stories, and psychology. Finally, I hypothesize that our bias for familiar accents (shibboleth), plausibly represents the phylogenetic and ontogenetic contextual origins of our impulse to minimize social surprise by declaring belief in the myth of objectivity.

A Kernel of Truth: Outlining an Epistemology of Jokes

Abstract I propose the Shared Presupposition Norm of Joking (SPNJ) as a constitutive norm of joke-telling. This norm suggests that a person should only tell a joke if they believe their audience shares the presuppositions—both explicit beliefs and implicit inferential connections—upon which the joke turns. Without this shared understanding, the audience would lack the necessary comprehension to appreciate the joke. I defend this norm in an analogous way to Williamson’s defense of the Knowledge Norm of Assertion by demonstrating that it explains a number of patterns of joking behavior. If SPNJ is indeed a constitutive norm of joking, it provides an epistemological foothold. Jokes function as conversational explicatures serving an epistemically diagnostic function, revealing implicit and perhaps disavowed inferential dispositions of the joking community. This norm does not teach us about the subject matter of the joke, but instead illuminates the language games of the joke teller and audience.

Gender is conceptualized in different ways across cultures

AbstractGender can be considered an embodied social concept encompassing biological and cultural components. In this study, we explored whether the concept of gender varies as a function of different cultural and linguistic norms by comparing communities that vary in their social treatment of gender-related issues and linguistic encoding of gender. In Study 1, Italian, Dutch, and English-speaking participants completed a free-listing task, which showed Italians and Dutch were the most distinct in their conceptualization of gender: Italian participants focused more on socio-cultural features (e.g., discrimination, politics, and power), whereas Dutch participants focused more on the corporeal sphere (e.g., hormones, breasts, and genitals). Study 2 replicated this finding focusing on Italian and Dutch and using a typicality rating task: socio-cultural and abstract features were considered as more typical of “gender” by Italian than Dutch participants. Study 3 addressed Italian and Dutch participants’ explicit beliefs about gender with a questionnaire measuring essentialism and constructivism, and consolidated results from Studies 1 and 2 showing that Dutch participants endorsed more essentialist beliefs about gender than Italian participants. Consistent with socio-cultural constructivist accounts, our results provide evidence that gender is conceptualized differently by diverse groups and is adapted to specific cultural and linguistic environments.

Preservice Teacher Study Abroad Language Immersion and Implicit and Explicit Beliefs About Dual Language Learners

This study uses an Implicit Association Test and a self-report instrument of explicit beliefs to explore implicit and explicit beliefs and attitudes of pre-service teachers about DLLs. Study participants from one United States University in the Southeast were comprised of participants and non-participants of a study abroad language immersion experience. Overall, pre-service teachers in this study (n = 53) held balanced implicit attitudes about DLLs and positive explicit attitudes. Non-study abroad participants held negative explicit views of second language acquisition and lacked understanding of appropriate pedagogical choices for DLLs as compared to their study abroad participant counterparts.

The Role of Implicit and Explicit Beliefs in Grave-Good Practices: Evidence for Intuitive Afterlife Reasoning.

The practice of burying objects with the dead is often claimed as some of the earliest evidence for religion, on the assumption that such "grave goods" were intended for the decedents' use in the afterlife. However, this assumption is largely speculative, as the underlying motivations for grave-good practices across time and place remain little understood. In the present work, we asked if explicit and implicit religious beliefs (particularly those concerning the continuity of personal consciousness after death) motivate contemporary grave-good practices. Across three studies, and comparing participants from the United States and NZ, we measured grave-good deposition at actual or hypothetical funerals, finding that jewelry, photographs, and other items with sentimental, emotional, and relationship value were common. In addition, intuitive afterlife reasoning (as measured by people's attributions of mental states to the dead) motivated grave-good decision-making for about half (Study 2) or more (Study 3) people, including afterlife nonbelievers ("extinctivists"), while those who held explicit (i.e., stated) afterlife beliefs were more likely to participate in the practice. The decision to leave grave goods was also associated with magical contagion beliefs and a need for personal comfort, while other motivations, such as social signaling, were less common. Our results suggest that "afterlife use" is a common motivation for grave-good practices, and that humans possess evolutionarily early intuitions about postdeath consciousness.

Implicit Evaluation Mechanisms in Marketing Research: an Overview of Formation and Measurement of Implicit Attitude

For a long time, examining the subtle and unintended effects of people's social environments on their thoughts and behaviors has been a central goal of social psychology researchers. Advances in social psychology have proven the importance of studying not only the conscious mechanisms of humans but also the "implicit" and "automatic" ones. Researchers in social psychology distinguish explicit attitudes, evaluations resulting from an introspective effort, from implicit attitudes, automatic evaluations of which the individual may not be aware. Cognitive psychology researchers have already proven that implicit beliefs are much more important in decision-making than explicit beliefs even in what might be considered rational and/or scientific realms. Greenwald and Banaji (1995) introduced the term implicit social cognition to describe cognitive processes that occur outside of human consciousness. Implicit social cognitions were initially applied to psychology, but they are beginning to be introduced in other disciplines, notably in marketing. This article aims to provide a conceptual framework of the implicit attitude and its measurement tools through a multidisciplinary theoretical exploration. Therefore, the research method used in this paper is the analysis of the classic literature. This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of implicit mechanisms in the marketing field. This review theoretically proves that the study of implicit social cognitions is a field of research with many challenges, particularly related to consumer behavior analysis because it allows marketers to understand influences unknown to the subject himself.

Stereotypes in the classroom's air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents.

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents=1722; N-classrooms=86; 45% Black American, 55% White American; 51% females; M-age=13-14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. RESEARCH HIGHLIGHTS: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, thepresent study examined the consequences of classroom racial stereotype endorsement during adolescence. White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes. Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes. Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

Modulation of Motor Vigor by Expectation of Reward Probability Trial-by-Trial Is Preserved in Healthy Ageing and Parkinson's Disease Patients.

Motor improvements, such as faster movement times or increased velocity, have been associated with reward magnitude in deterministic contexts. Yet whether individual inferences on reward probability influence motor vigor dynamically remains undetermined. We investigated how dynamically inferring volatile action-reward contingencies modulated motor performance trial-by-trial. We conducted three studies that coupled a reversal learning paradigm with a motor sequence task and used a validated hierarchical Bayesian model to fit trial-by-trial data. In Study 1, we tested healthy younger [HYA; 37 (24 females)] and older adults [HOA; 37 (17 females)], and medicated Parkinson's disease (PD) patients [20 (7 females)]. We showed that stronger predictions about the tendency of the action-reward contingency led to faster performance tempo, commensurate with movement time, on a trial-by-trial basis without robustly modulating reaction time (RT). Using Bayesian linear mixed models, we demonstrated a similar invigoration effect on performance tempo in HYA, HOA, and PD, despite HOA and PD being slower than HYA. In Study 2 [HYA, 39 (29 females)], we additionally showed that retrospective subjective inference about credit assignment did not contribute to differences in motor vigor effects. Last, Study 3 [HYA, 33 (27 females)] revealed that explicit beliefs about the reward tendency (confidence ratings) modulated performance tempo trial-by-trial. Our study is the first to reveal that the dynamic updating of beliefs about volatile action-reward contingencies positively biases motor performance through faster tempo. We also provide robust evidence for a preserved sensitivity of motor vigor to inferences about the action-reward mapping in aging and medicated PD.SIGNIFICANCE STATEMENT Navigating a world rich in uncertainty relies on updating beliefs about the probability that our actions lead to reward. Here, we investigated how inferring the action-reward contingencies in a volatile environment modulated motor vigor trial-by-trial in healthy younger and older adults, and in Parkinson's disease (PD) patients on medication. We found an association between trial-by-trial predictions about the tendency of the action-reward contingency and performance tempo, with stronger expectations speeding the movement. We additionally provided evidence for a similar sensitivity of performance tempo to the strength of these predictions in all groups. Thus, dynamic beliefs about the changing relationship between actions and their outcome enhanced motor vigor. This positive bias was not compromised by age or Parkinson's disease.

How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school

We examined associations between the explicit mathematics-related gender stereotypes of students, parents, teachers, and classmates and students’ motivational-affective outcomes in mathematics (self-concept, interest, anxiety) at the end of Grade 9. Based on representative data from the German Trends in Student Achievement 2018 study (N = 30,019), results of latent multilevel mixture models show that boys’ and girls’ explicit beliefs in the stereotype favoring their own gender in-group (i.e., boys’/girls’ belief that boys/girls do better at mathematics) were related to higher levels of self-concept and interest and to lower anxiety. Parents’ gender stereotypes showed an incremental association with all three outcomes for girls but only with mathematics self-concept for boys. Gender stereotypes of teachers were not related to students’ outcomes. However, classmates’ stereotypes favoring girls or boys in mathematics were negatively associated with outcomes of the positively stereotyped group. Thus, a male student in a classroom with classmates who share the traditional stereotype that boys do better at mathematics than girls would hold a lower self-concept and interest and higher anxiety level after controlling for the beneficial individual association of himself having the same belief and his motivational and affective outcomes. Similarly, a girl’s motivational-affective outcomes would be more favorable in the same environment characterized by the shared traditional stereotype of mathematics as a male domain after controlling for the negative individual association. Shared stereotypes in the classroom could thus trigger social comparison processes to which students are more susceptible than to stereotypes of their teachers.

Lady Jane Grey: A Tudor Dissenter and Her Work

It is argued that the thought of Lady Jane Grey has received too little attention, and that her name and beliefs need to be resuscitated. The work of Levin, DeLisle and others is alluded to, and it is concluded that Grey was a devoted Dissenter of her time with explicit beliefs

Never trust a stranger: Effects of explicit belief statements from strangers on children's reality status beliefs and beliefs about consensus.

Children learn about much of the world through testimony and may hear explicit belief statements (e.g., "I believe in God" or "climate change is real") about entities whose existence is controversial. Prior research has shown that these statements, when spoken by a parent, influence children's beliefs about the reality status of the entity and their beliefs about societal consensus surrounding that reality status, in contrast to statements that only imply belief (e.g., "God lives in heaven"; Dore et al., 2019, Journal of Cognition and Development, 20, 35), suggesting that children are attuned to the nature of parental statements about reality. In the current study, we tested whether explicit versus implicit belief statements from strangers differentially affect children's beliefs. We followed procedures by Dore et al. (2019, Journal of Cognition and Development, 20, 35) but used strangers to provide testimony rather than parents. Results showed that explicit belief statements from strangers did not influence children's beliefs. This lack of an effect of explicit belief statements relative to implicit ones suggests that, despite being attuned to these statements when spoken by parents, children may not be attuned to explicit statements about reality that they hear from strangers. Although even very young children often learn words and other facts from unfamiliar speakers, these findings suggest that nuances perceived in parent speech about reality may not be picked up in the speech of strangers.

Implicit intertemporal trajectories in cognitive representations of the self and nation

Individual selves and the collectives to which people belong can be mentally represented as following intertemporal trajectories—progress, decline, or stasis. These studies examined the relation between intertemporal trajectories for the self and nation in American and British samples collected at the beginning and end of major COVID-19 restrictions. Implicit temporal trajectories can be inferred from asymmetries in the cognitive availability of positive and negative events across different mentally represented temporal periods (e.g., memory for the past and the imagined future). At the beginning of COVID-19 restrictions, both personal and collective temporal thought demonstrated implicit temporal trajectories of decline, in which future thought was less positive than memory. The usually reliable positivity biases in personal temporal thought may be reversable by major public events. This implicit trajectory of decline attenuated in personal temporal thought after the lifting of COVID-19 restrictions. However, collective temporal thought demonstrated a pervasive negativity bias across temporal domains at both data collection points, with the collective future more strongly negative than collective memory. Explicit beliefs concerning collective progress, decline, and hope for the national future corresponded to asymmetries in the cognitive availability of positive and negative events within collective temporal thought.