The Implicit Relational Assessment Procedure (IRAP) and the Malleability of Ageist Attitudes

Autor/inn/en	Cullen, Claire; Barnes-Holmes, Dermot; Barnes-Holmes, Yvonne; Stewart, Ian
Titel	The Implicit Relational Assessment Procedure (IRAP) and the Malleability of Ageist Attitudes
Quelle	In: Psychological Record, 59 (2009) 4, S.591-620 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2933
Schlagwörter	Foreign Countries; Young Adults; Psychological Studies; Attitudes; Stimuli; Responses; Age Differences; Ireland + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Attitude; Einstellung; Verhalten; Anreizsystem; Age; Difference; Age difference; Altersunterschied; Irland
Abstract	The current study examined the malleability of implicit attitudes using the Implicit Relational Assessment Procedure (IRAP). In Experiment 1, "similar" and "opposite" were presented as response options with the sample terms "old people" and "young people" and various positive and negative target stimuli. Results showed significantly faster response latencies for consistent (e.g., Similar-Positive-Young People) compared to inconsistent tasks (e.g., Similar-Positive-Old People). Explicit measures did not correlate with this IRAP effect. Experiment 2 determined whether prior exposure to pictures of admired and disliked old and young individuals had an impact on IRAP performance. Results revealed that pro-old exemplars reduced the pro-young IRAP effect, but reversed the anti-old effect, and this held for 24 h; explicit measures were largely unaffected. The findings suggest that the IRAP provides an informative measure of attitude-change following pro- versus anti-exemplar training. (Contains 4 figures, 4 tables and 5 footnotes.) (As Provided).
Anmerkungen	Southern Illinois University Carbondale. Mailcode 4609, Rehabilitation Institute, Carbondale, IL 62901-4609. Tel: 618-536-7704; e-mail: psychrec@siu.edu; Web site: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10