The Structure of Bias

Mind ◽  
2019 ◽  
Vol 129 (516) ◽  
pp. 1193-1236 ◽  
Author(s):  
Gabbrielle M Johnson
Keyword(s):  
General Theory ◽  
Implicit Attitudes ◽  
Functional Characterization ◽  
Mental States ◽  
Social Bias ◽  
Explicit Bias ◽  
Mental Entity ◽  
Implicit And Explicit ◽  
Inputs And Outputs

Abstract What is a bias? Standard philosophical views of both implicit and explicit bias focus this question on the representations one harbours, for example, stereotypes or implicit attitudes, rather than the ways in which those representations (or other mental states) are manipulated. I call this approach representationalism. In this paper, I argue that representationalism taken as a general theory of psychological social bias is a mistake, because it conceptualizes bias in ways that do not fully capture the phenomenon. Crucially, this view fails to capture a heretofore neglected possibility of bias, one that influences an individual’s beliefs about or actions toward others, but is, nevertheless, nowhere represented in that individual’s cognitive repertoire. In place of representationalism, I develop a functional account of psychological social bias which characterizes it as a mental entity that takes propositional mental states as inputs and returns propositional mental states as outputs in a way that instantiates social-kind inductions. This functional characterization leaves open which mental states and processes bridge the gap between the inputs and outputs, ultimately highlighting the diversity of candidates that can serve this role.

The Impact of Primary Care Providers’ Bias on Depression Screening for Lesbian Women

2021 ◽  
pp. 152483992110660
Author(s):  
Shuying Sha ◽  
Mollie Aleshire
Keyword(s):  
Primary Care ◽  
Statistical Tests ◽  
Secondary Analysis ◽  
Primary Care Providers ◽  
Depression Screening ◽  
Lesbian Women ◽  
Care Providers ◽  
Explicit Bias ◽  
Implicit And Explicit ◽  
The Impact

Primary care providers’ (PCPs) implicit and explicit bias can adversely affect health outcomes of lesbian women including their mental health. Practice guidelines recommend universal screening for depression in primary care settings, yet the guidelines often are not followed. The intersection of PCPs’ implicit and explicit bias toward lesbian women may lead to even lower screening and diagnosis of depression in the lesbian population than in the general population. The purpose of this secondary analysis was to examine the relationship between PCPs’ implicit and explicit bias toward lesbian women and their recommendations for depression screening in this population. PCPs ( n = 195) in Kentucky completed a survey that included bias measures and screening recommendations for a simulated lesbian patient. Bivariate inferential statistical tests were conducted to compare the implicit and explicit bias scores of PCPs who recommended depression screening and those who did not. PCPs who recommended depression screening demonstrated more positive explicit attitudes toward lesbian women ( p < .05) and their implicit bias scores were marginally lower than the providers who did not recommend depression screening (p = .068). Implications for practice: Depression screening rates may be even lower for lesbian women due to implicit and explicit bias toward this population. Training to increase providers’ awareness of bias and its harm is the first step to improve primary care for lesbian women. Policies must protect against discrimination based on sexual orientation or gender identity.

Implicit and Explicit Affective Evaluations of Athlete Brands: The Associative Evaluation–Emotional Appraisal–Intention Model of Athlete Endorsements

2018 ◽  
Vol 32 (6) ◽  
pp. 497-510 ◽  
Author(s):  
Yonghwan Chang ◽  
Yong Jae Ko ◽  
Brad D. Carlson
Keyword(s):  
Implicit Attitudes ◽  
Emotional Responses ◽  
Perceived Fit ◽  
Explicit Attitudes ◽  
Fan Behavior ◽  
Affective Attitudes ◽  
Emotional Appraisal ◽  
Athlete Endorsements ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes

The researchers explore consumers’ emotional responses toward athlete brands by developing the associative evaluation–emotional appraisal–intention (AEI) model. The AEI postulates that unconscious (implicit attitudes) and conscious (explicit affective attitudes) levels of emotional responses systematically flow following assessments of perceived fit in athlete endorsements. Implicit attitudes were measured through the implicit association test, whereas pleasure, arousal, and pride captured explicit affective attitudes. Contrary to dominant beliefs about successful athlete endorsements, findings from a lab experiment indicate that low perceived fit affected implicit attitudes, which in turn affected arousal for consumers with high involvement. Pleasure, arousal, and pride were interrelated and systematically determined behavioral intentions of viewership and online friendship with athletes. Studies investigating athlete brands and endorsement success should consider the influence of both implicit and explicit attitudes on fan behavior. Managers should strategically utilize both low and high fit endorsements to facilitate emotional experiences and optimize desired consumption behavior.

scholarly journals Explicit and implicit attitudes toward people with COVID-19: Need for community mental health services

2021 ◽  
Vol 49 (11) ◽  
pp. 1-11
Author(s):  
Yun Jung Choi ◽  
Dong Hee Cho
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Mental Health Problems ◽  
Implicit Attitudes ◽  
Social Stigma ◽  
Community Mental Health Services ◽  
Explicit Attitudes ◽  
Implicit And Explicit ◽  
Components Of Behavior

During the course of the COVID-19 pandemic, social stigmatization of people who have been infected with the virus has been observed. This study measured the degree of social stigma by examining implicit and explicit attitudes toward people with COVID-19. Explicit attitudes were measured through self-reporting, taking into account the three components of behavior, cognition, and emotion, and we used the Single-Category Implicit Association Test to assess implicit attitudes. The findings show that explicit attitudes toward people with COVID-19 were positive, whereas implicit attitudes trended toward being negative. The results suggest that mental health services and policies are needed to reduce social stigma and prevent the risk of mental health problems among people who have been infected with COVID-19.

Interpreting anaphoric expressions: a cognitive versus a pragmatic approach

1994 ◽  
Vol 30 (1) ◽  
pp. 3-42 ◽  
Author(s):  
Mira Ariel
Keyword(s):  
General Theory ◽  
Cognitive Theory ◽  
Mental Representations ◽  
Actual Data ◽  
Pragmatic Approach ◽  
Distribution Of Zeros ◽  
Pragmatic Theory ◽  
Mental Entity ◽  
Gricean Maxims ◽  
Natural Discourse

Levinson (1985, 1987a & b, 1991) and Ariel (1985a & b, 1987, 1988a & b, 1990a, 1991) have each proposed to anchor discourse and sentential anaphora within a more general theory of communication. Levinson chose a general, extra-linguistic pragmatic theory. He uses Grice's Quantity maxim to account for the distribution of zeros, reflexives, pronouns and lexical NPs, claiming that coreferent readings are preferred, unless a disjoint reading is implicated (by the revised Gricean maxims he offers). I have proposed a specifically linguistic, cognitive theory, whereby speakers guide addressees' retrievals of mental representations corresponding to all definite NPs (coreferent as well as disjoint) by signalling to them the degree of Accessibility associated with the intended mental entity in their memory. An examination of actual data reveals that Levinson's predictions regarding definite NP interpretations are often not borne out. In addition, his proposals cannot account for many anaphoric patterns actually found in natural discourse. Accessibility theory, it is argued, can account for both types of problematic data.

scholarly journals A Service Learning Based Project to Change Implicit and Explicit Bias toward Obese Individuals in Kinesiology Pre-Professionals

Obesity Facts ◽  
2010 ◽  
Vol 3 (2) ◽  
pp. 117-126 ◽  
Author(s):  
Paul B. Rukavina ◽  
Weidong Li ◽  
Bo Shen ◽  
Haichun Sun
Keyword(s):  
Service Learning ◽  
Explicit Bias ◽  
Implicit And Explicit

Race of Athlete-Spokesperson and Implicit and Explicit Responses to Advertising

2014 ◽  
Vol 42 (4) ◽  
pp. 655-671 ◽  
Author(s):  
Howon Jeong ◽  
Sungho Cho ◽  
Minyoung Lee ◽  
Endarman Sputra
Keyword(s):  
Racial Bias ◽  
Implicit Attitudes ◽  
Measurement Methods ◽  
Implicit Measures ◽  
Black Athlete ◽  
Black Athletes ◽  
Implicit Preferences ◽  
White Athletes ◽  
Implicit And Explicit ◽  
Explicit Measures

In this study we investigated racial vs. athletes from other countries, bias and differences in attitude of South Koreans toward advertisements featuring Korean vs. foreign athletes and White vs. Black athletes by implementing explicit and implicit measures. The results suggest that Koreans have: (a) implicit preferences for Korean athletes over foreign athletes, (b) implicit attitudes that are more favorable toward advertisements featuring Korean athletes than toward those featuring foreign athlete-spokespersons, (c) implicit preferences for White athletes over Black athletes, and (d) implicit attitudes that are more favorable toward advertisements featuring White athlete-spokespersons than toward those featuring Black athlete-spokespersons. The explicit measures revealed several contradictory results; therefore we have discussed implications for the discrepancy between implicit and explicit measurement methods and the usefulness of implicit measures in the context of racial bias research.

scholarly journals ТЕОРЕТИЧНИЙ АНАЛІЗ ПРОБЛЕМИ ЗНАЧУЩОСТІ САМООЦІНКИ В СТРУКТУРІ ГІДНОСТІ ОСОБИСТОСТІ

2020 ◽  
pp. 79-89
Author(s):  
Лінда Папітченко
Keyword(s):  
Social Psychology ◽  
Implicit Attitudes ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Self Concept ◽  
Organization Studies ◽  
Psychological Review ◽  
Implicit And Explicit ◽  
Struggle For Recognition

У статті презентовано результати теоретичного аналізу позицій науковців щодо розуміння феномена «самооцінки» від початку зародження цього поняття в кінці дев’ятнадцятого століття до сьогодення. Мета дослідження полягала в здійсненні теоретичного аналізу проблеми формування самооцінки і визначення її значущості в структурі гідності особистості. Завдання дослідження: простежити ключові позиції науковців у розумінні феномена самооцінки та розглянути її місце в структурній моделі гідності особисті, а також теоретично обґрунтувати наявність впливу соціокультурного середовища на формування самооцінки особистості.Теоретично проаналізовано і схематично подано взаємозв’язок структурних компонентів самооцінки у моделі особистісної гідності. Звернено увагу на наявність експліцитної та імпліцитної самооцінки особистості, відмінності між ними й рівень її усвідомленості: когнітивно доступний і підсвідомий. Зазначено, що структура самооцінки презентована трьома компонентами: 1) емоційним, що засвідчує ставлення до самого себе і міру задоволеності собою; 2) когнітивним, що відбиває знання людини про себе; 3) поведінковим, який окреслює ставлення до себе на рівні дії. Окреслено важливість самооцінки в життєдіяльності особистості, адже вона впливає на рівень домагань і прагнень людини в різних сферах життя, а також демонструє зіставлення між «Я-реальним» і «Я-ідеальним». Акцентовано увагу на тому, що особистість отримує (надає собі) найвищу самооцінку із аспектів самоідентичності, які найкращим чином відповідають цінностям культури, що її оточує. Система самооцінки є важливим способом, за допомогою якого люди засвоюють цінності своєї культури на імпліцитному рівні, навіть якщо вони не усвідомлюють цього. У результаті теоретичного аналізу виявлено, що люди з неконгруентною самооцінкою більш непередбачувані та реакційні. Розбіжності між рівнем домагань і реальними можливостями призводять до неправильного оцінювання себе і, як наслідок, поведінка людини стає неадекватною. На цьому ґрунті можуть виникати емоційні зриви, підвищуватися тривожність, тощо. Література Антеро, Д.К.С. (1995). Роль самооценки в составе интеллектуального потенциала (Автореф. дисс. канд. психол. наук). Санкт-Петербург. Бернс, Р.  (1986). Развитие Я-концепции и воспитание. Москва : Прогресс. Бех, І.Д. (2008). Почуття гідності у духовному розвитку особистості. Теоретико-методичні проблеми виховання дітей та учнівської молоді, 1(12), 5–18. https://core.ac.uk/download/pdf/20055001. Бех, І.Д. (2009). Психологічні джерела виховної майстерності. Київ : Академвидав. Боришевський, М.Й. (2012). Особистість у вимірах самосвідомості. Суми : Еллада. Боришевський, М.Й. & Киричук, О.І (1994). Самосвідомість як детермінанта саморозвитку особистості. Тези доповідей та матеріали Міжнародної науково-практичної конференції «Ментальність. Духовність», (Луцьк, 18-23 червня 1994 р.). (Частина 1). (Розділ 3, с. 406-408). Київ-Луцьк. Горбатих, В.В. (2019). Індивідуальні особливості самоставлення старшого дошкільника в структурі життєвих орієнтацій. (Дис. канд. психол. наук). Київ. Джеймс, У. (1991). Психология. Москва : Педагогика. Зайцева, Ю. (2003). Чувство собственного достоинства как психологический феномен. (Автореф. дис. канд. психол. наук). Санкт-Петербург. Кон, И.С. (1984). В поисках себя: Личность и ее самосознание. Москва : Политиздат. Куперсмит, С. (1959). Предпосылки самооценки. Москва. Липкина, А.И., & Рыбак, Л.А. (1968). Критичность и самооценка в учебной деятельности. Москва : Просвещение. Мартинюк, Ю. (2020). Особливості впливу рівня самооцінки на обрання жанру живопису. Науковий журнал «Габітус», 15, 168 –173. Онуфрієва, Л. (2013). Самооцінка як складова Я-концепції майбутніх фахівців соціономічних професій. Проблеми сучасної психології, 22, 396–412. Папітченко, Л.В. (2020). Філософсько-психологічні аспекти зародження феномену гідності особистості від античності до епохи Відродження. Науковий журнал «Габітус», 15, 180–186. Папітченко, Л.В. (2020).  Гідність як смисложиттєва цінність сучасної особистості. Проблеми сучасної психології, 1(17). Прихожан, А.М. (2003). Большой психологический словарь. Санкт-Петербург : Прайм-ЕВРОЗНАК. Серебренкова-Миготина, С.А. (1993). Гiднiсть як об’єкт соціально-естетичного досягнення. (Автореф. дис. канд. філософ. наук). Київ. Фрейд, З. (1990).  Психология бессознательного. Москва : Просвещение. Чеснокова, И.И. (1977). Проблема самосознания в психологии. Москва. Чеснокова, И.И. (1982). Самосознание, саморегуляция, самодетерминация личности. Проблемы психологи личности, 120–135. Москва Шапар, В.Б. (2007). Сучасний тлумачний психологічний словник. Xарків : Прапор. Щербатюк, Б.А., & Стахмич О.В. (2017). Гідність як особистісна і соціальна цінність. Український психологічний журнал, 1(3), 177–187. Biolcati, R. (2017). Theroleofself-esteemand Fear of negative evaluation in compulsive buying. Front Psychiatry, 8, http://dx.doi.org/10.3389/fpsyt.2017.00074 Biolcati, Roberta. (2019). Low Self-Esteem and Selfie Posting Among Young Women. The Open Psychology Journal. Volume: 12. https://benthamopen.com/FULLTEXT/TOPSYJ-12-155 Bealing, Jacqui. (2014). University of Sussex Press Office. Dr Maja Becker, Dr Vivian Vignoles-scientists. http://www.sussex.ac.uk/broadcast/read/23318 Buhrmester, M.D., Blanton, H. & Swann W.B.Jr. (2011). Implicit self-esteem: Nature, measurement, and a new way forward. Journal of Personality and Social Psychology,100, 365-385. Pierro, R.Di., Mattavelli, S., & Gallucci, M. (2016). Narcissistic traits and explicit self-esteem: The moderating role of implicit self-view. Frontiers in Psychology, 7. Greenwald, A.G., Banaji, M.R.,  Rudman, L.A.,  Farnham, S.D.,  Nosek, B.A., & Mellott, D.S. (2002). A unified theory of implicit attitudes, steretypes, self-esteem, and self-concept. Psychological Review, 109, 3-25. Greenwald, A.G., & Banaji, M.R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27. Grover, Steven L. (2020). Different respect motivates different people: How self-esteem moderates the effects of respect on performance. Personality and Individual Differences,  168. https://www.sciencedirect.com/science/article/pii/S0191886920305031#:~:text=A%20laboratory%20study%20using%20actors,low%20levels%20of%20recognition%20respect. Grover, S.L. (2014). Unraveling respect in organization studies. Human Relations, 67, 27-51. Grumm, M. Nestler,, & Collani Von, G. (2009). Changing explicit and implicit attitudes: The case of self-esteem. Journal of Experimental Social Psychology, 45(2). Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts (J. Anderson, Trans.) The MIT Press. Mass. Marsh, H. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educ Psychol Rev, 2(2), 77-172. http://dx.doi.org/10.1007/BF01322177. Rogers, K.M. & Ashforth, B.E. (2017). Respect in organizations: Feeling valued as “we” and “me”. Journal of Management, 43. Sennett, R. (2003). Respect: The formation of character in an age of inequality Penguin. London. Zeigler-Hill, V.  (2006). Discrepancies between implicit and explicit self-esteem: Implications for narcissism and self-esteem instability. Journal of Personality, 74.

scholarly journals Moderators of the relationship between implicit and explicit attitudes

2016 ◽  
Author(s):  
Brian A. Nosek
Keyword(s):  
Implicit Attitudes ◽  
Web Based ◽  
Self Presentation ◽  
Explicit Attitudes ◽  
The Third ◽  
Two Factors ◽  
Private Context ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes ◽  
The Relationship

Preferences that are products of introspection and endorsed by the respondent (explicit attitudes) can conflict with preferences that are measured indirectly and do not require conscious introspection or endorsement (implicit attitudes). In three studies, two factors are examined that may predict when implicit and explicit attitudes will be associated or dissociated: self-presentation and attitude elaboration. In the first study, evidence that increasing self-presentation demands negatively affected implicit-explicit correspondence was observed through a manipulation of a public and a private context in which the attitude was reported. In the second study, elaborating an attitude for 20 minutes increased implicit-explicit correspondence compared to a control attitude. The third study reports a synthesis of web-based and laboratory tasks that varied in self-presentation and elaboration. Perceived self-presentation and elaboration produced stable differences in implicit-explicit correspondence such that attitude objects with low self-presentation concerns and high elaboration showed the strongest correspondence. These data suggest that existing models cannot sufficiently account for the relationship between implicit and explicit attitudes, and that the relationship between automatic and consciously mediated preferences is both reliable and predictable.

scholarly journals Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Nicole Zaruba ◽  
Andrea Westphal ◽  
Franziska Gutmann ◽  
Miriam Vock
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Implicit Attitudes ◽  
Explicit Attitudes ◽  
Teaching And Learning Research ◽  
Single Target ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes ◽  
Explicit Measures

When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master’s semester. One group (n = 50) did student teaching while a second group (n = 50) took master’s courses. We evaluated preservice teachers’ views on teaching at the end of their masters’ studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants’ implicit attitudes towards constructivism and transmission developed differently for each individual.

Sign in / Sign up

Export Citation Format

Share Document