A Multinomial Processing Tree Model of RC Attachment

In the field of sentence processing, speakers’ preferred interpretation of ambiguous sentences is often determined using a variant of a discrete choice task, in which participants are asked to indicate their preferred meaning of an ambiguous sentence. We discuss participants’ degree of attentiveness as a potential source of bias and variability in such tasks.We show that it may distort the estimates of the preference of a particular interpretation obtained in such experiments and may thus complicate the interpretation of the results as well as the comparison of the results of several experiments. We propose an analysis method based on multinomial processing tree models (Batchelder and Riefer, 1999) which can correct for this bias and allows for a separation of parameters of theoretical importance from nuisance parameters. We test two variants of the MPT-based model on experimental data from English and Turkish and demonstrate that our method can provide deeper insight into the processes underlying participants’ answering behavior and their interpretation preferences than analyses based on raw percentages.

An Examination of the Processes by Which Construal Level Affects the Implicit Evaluation of Goal Relevant Stimuli

Previous research has found that construal level—how abstractly or concretely people represent events—can impact implicit evaluations. Abstract high-level construal (vs. concrete low-level construal) promotes evaluative responses consistent with global (strongly held, long-term) rather than local (short-term, situational) goals. It remains unclear by what cognitive process(es) this occurs. In this paper, we examine two possibilities. High-level construal might enhance the unintended influence of activated evaluative associations or facilitate the detection and implementation of intentional responses. To examine these possibilities, the current study applies a multinomial processing tree model to data from Fujita and Han (2009). Results suggest that high-level construal facilitates goal-consistent evaluations by increasing both the unintentional influence of activated goal-consistent positive associations and the intentional detection of and implementation of accurate responding to goal-relevant stimuli. These findings extend our understanding of how construal level promotes goal consistent evaluations.

Bayesian Inference for Psychology, Part III: Parameter Estimation in Nonstandard Models

We demonstrate the use of three popular Bayesian software packages that enable researchers to estimate parameters in a broad class of models that are commonly used in psychological research. We focus on WinBUGS, JAGS, and Stan, and show how they can be interfaced from R and MATLAB. We illustrate the use of the packages through two fully worked examples; the examples involve a simple univariate linear regression and fitting a multinomial processing tree model to data from a classic false-memory experiment. We conclude with a comparison of the strengths and weaknesses of the packages. Our example code, data, and this text are available via https://osf.io/ucmaz/.

Resource Availability and Explicit Memory Largely Determine Evaluative Conditioning Effects in a Paradigm Claimed to be Conducive to Implicit Attitude Acquisition

In three experiments, we investigated how preventing the explicit encoding of conditioned stimulus–unconditioned stimulus (CS–US) pairings by imposing a secondary task at learning influences evaluative conditioning (EC) effects in a paradigm claimed to be conducive to implicit EC. We additionally used a multinomial processing tree model to examine how the resource depletion manipulation affects explicit and implicit memory contributions to EC. In all experiments, the EC effect largely vanished when a secondary task was employed that severely reduced participants’ explicit memory for the CS–US pairings. Furthermore, no evidence obtained for an implicit memory contribution to EC effects. In conclusion, the present research yields evidence for explicit learning, but no support for the contribution of implicit processes to EC in a paradigm claimed to facilitate implicit EC.