My work primarily focuses on two distinct lines of research. One line of research focuses on understanding the mechanisms underlying stereotype threat-based performance and learning decrements. A second line of research examines the differences between implicit and explicit attitude measures i. Rydell, R. The effect of negative performance stereotypes on learning.
Journal of Personality and Social Psychology. Stereotype threat prevents perceptual learning. Gawronski, B. Generalization versus contextualization in automatic evaluation. Journal of Experimental Psychology: General. Consistency and inconsistency in implicit social cognition: The case of implicit and explicit measures of attitudes. Payne Eds. New York: Guilford.
Now they are American, now they are not: Valence as a determinant of the inclusion of African Americans in the American identity. Social Cognition , 28, Capitalizing on multiple social identities to prevent stereotype threat: The moderating role of self-esteem.
Personality and Social Psychology Bulletin , 36, Competition between unconditioned stimuli in attitude formation: Negative asymmetry versus spatio-temporal contiguity. Social Cognition , 27, I like you, I like you not: Understanding the formation of context dependent automatic evaluations. Cognition and Emotion , 23, McConnell, A. On the representation of self-concept: How self-concept organization influences affective responses and self-evaluations.
Journal of Experimental Social Psychology , 45, The simple life: On the benefits of being lower in self-complexity. Personality and Social Psychology Bulletin , 35, Multiple social identities and stereotype threat: Imbalance, accessibility, and working memory. Journal of Personality and Social Psychology , 96, Bringle, R.
