Implicit Personality Self-Concept
Assessment and Validation

Dissertation

zur Erlangung des akademischen Grades Dr. rer. nat.
im Fach Psychologie

eingereicht an der
Mathematisch-Naturwissenschaftlichen Fakultät II
der Humboldt-Universität zu Berlin

vorgelegt von
Dipl.-Psych. Konrad Schnabel

geboren am 30. Juli 1971 in Waiblingen

Präsident der Humbolt-Universität zu Berlin

Prof. Dr. Jürgen Mlynek

Dekan: der Mathematisch-Naturwissenschaftlichen Fakultät II
Prof. Dr. Elmar Kulke

Gutachter:
1. Herr Prof. Dr. Jens B. Asendorpf
2. Herr Prof. Dr. Anthony G. Greenwald
3. Herr Prof. Dr. Karl-Christoph Klauer

Tag der mündlichen Prüfung: 19.04.2004

The purpose of art is not the release of a momentary ejection of adrenaline but rather the gradual, lifelong construction of a state of wonder and serenity.

Glenn Gould

Inhaltsverzeichnis

• 1 Catch Id If You Can: The Introduction
• 2 Theory
  • 2.1  Explicit and Implicit Personality Self-Concept
  • 2.2 Reflective and Impulsive Information Processing
  • 2.3  Direct and Indirect Measures of the Personality Self-Concept
  • 2.4  Implicit Association Tests (IATs)
    • 2.4.1  The Procedure of IATs
    • 2.4.2 Accounts for the IAT effect
  • 2.5 Multitrait-Multimethod Validation of Indirect Measures
  • 2.6  Shyness, Anxiousness, and Angriness
    • 2.6.1  Shyness, Anxiousness, and Angriness and Lazarus’ Emotion Theory
    • 2.6.2 Shyness, Anxiousness, and Angriness in Relation to Neuroticism, Extraversion, and Agreeableness
• 3 Two Pilot Studies for the Adaptation of a New Indirect Measure for Shyness
  • 3.1  Introduction
  • 3.2 Pilot Study 1: The Bipolar and the Unipolar IAP Variant
    • 3.2.1  Methods
    • 3.2.2 Results and Discussion
  • 3.3 Pilot Study 2: The Final IAP Variant
    • 3.3.1  Methods
    • 3.3.2 Results and Discussion
• 4 Study 1: Reliability, Validity, and Fakability of a Shyness IAP and a Shyness IAT
  • 4.1  Introduction
    • 4.1.1  Research Question 1: A New Indirect Assessment Procedure
    • 4.1.2 Research Question 2: Dissociations of Indirect and Direct Measures Under Faking
    • 4.1.3 Research Question 3: Validity of Observer Judgments
    • 4.1.4 Research Question 4: State Influences on the Indirect Measures
  • 4.2 Design of the Present Study
  • 4.3 Hypotheses
  • 4.4 Methods
    • 4.4.1  Participants
    • 4.4.2 Assessments and Measures
  • 4.5 Results
    • 4.5.1  Effects of Instruction and Position on Indirect and Direct Measures
    • 4.5.2 Effects of Instruction on Behavioral Shyness Measures
    • 4.5.3 Correlational Analyses
  • 4.6 Discussion
    • 4.6.1  Summary of the Main Findings
    • 4.6.2  An Alternative Procedure: The IAP
• 5 Study 2: Concurrent Assessment of the Implicit Self-Concept of Anxiousness and Angriness
  • 5.1  Introduction
    • 5.1.1  Research Question 1: Position Effects on IATs
    • 5.1.2 Research Question 2: Prediction of Anxious and Angry Behavior
    • 5.1.3 Research Question 3: Social Desirability as a Moderator Variable
  • 5.2  Hypotheses
  • 5.3 Methods
    • 5.3.1  Participants
    • 5.3.2 Assessments and Measures
  • 5.4 Results
    • 5.4.1  Efficacy of Emotion Inductions
    • 5.4.2 Validity of the Bipolar Anxiousness and Angriness Self-Ratings and the IAT Stimuli
    • 5.4.3 Descriptive Statistics for the Anxiousness, the Angriness IAT, and the Behavioral Measures
    • 5.4.4  Correlations of Direct, Indirect and Behavioral Measures with Social Desirability
    • 5.4.5 Moderation of the Relationship between Direct and Indirect Measures by Social Desirability
    • 5.4.6 Zero Correlation between Anxiousness and Angriness
    • 5.4.7 Order Effects on IAT Correlations
    • 5.4.8 Prediction of the State and the Behavioral Measures by Direct and Indirect Measures
  • 5.5 Discussion
    • 5.5.1  Summary of the main findings
    • 5.5.2 Gender Differences
    • 5.5.3 Behavior Prediction Through Direct and Indirect Measures
    • 5.5.4 Angriness, Agreeableness, Anger Expression, and Approach Behavior
• 6 Study 3: Transfer Effects in Indirect Assessment
  • 6.1  Introduction
    • 6.1.1  Research Question 1: Interventions for Blocking and Strengthening the Transfer Effect
    • 6.1.2 Research Question 2: Method-Specific Variance in the IATs
  • 6.2 Hypotheses
  • 6.3 Methods
    • 6.3.1  Participants and Design
    • 6.3.2 Assessments and Measures
  • 6.4  Results
    • 6.4.1  Correlations of Direct Measures
    • 6.4.2 Descriptive Statistics for the Anxiousness and the Angriness IAT
    • 6.4.3 Correlations of the Anxiousness and the Angriness IAT with Self-Esteem and Mood
    • 6.4.4  Correlations of the Anxiousness and the Angriness IAT with the Color IAT
    • 6.4.5  Correlations of the Anxiousness and the Angriness IAT by Intervention
  • 6.5  Discussion
    • 6.5.1  Summary of the Main Findings
    • 6.5.2  Lack of Replication of the Transfer Effect in the No-Intervention Group
    • 6.5.3  Small Sample Sizes
• 7 General Discussion
  • 7.1  Semantic Meaning versus Valence
  • 7.2 Dissociations between Direct and Indirect Measures of the Personality Self-Concept
  • 7.3  Recommendations for Future Research
• 8 Discover Id: The Conclusion
• 9. References
• 10. Appendix 10.1 German IAT Stimuli
• 10.2 Experimental Set-Up and Screen Design of the IAP in Pilot Study 2 and in Study 1

Tabellen

• Table 1 Task Sequence and Stimuli of an Implicit Association Test to Measure Attitudes toward Flowers and Insects
• Table 2 The Formation of Anxiety or Anger and Resulting Action Tendencies (Lazarus, 1991)
• Table 3 Implicit Association Test for Shyness: Task Sequence and Stimuli
• Table 4 Implicit Association Procedure for Shyness: Task Sequence of the Bipolar and Unipolar Variant (Pilot Study 1)
• Table 5 Reliabilities and Correlations of Indirect and Direct Shyness Measures in Pilot Study 1
• Table 6 Implicit Association Procedure for Shyness: Final Task Sequence (Pilot Study 2)
• Table 7
  Reliabilities and Correlations of Indirect and Direct Shyness Measures in Pilot Study 2
• Table 8 Overall Procedure and Design of Study 1
• Table 9 Summary Statistics and Instruction Effect for the Main Variables
• Table 10 Correlations of the Main Variables by Instruction
• Table 11 Overall Procedure of Study 2
• Table 12 Implicit Association Tests for Anxiousness and Angriness: Task Sequence and Stimuli
• Table 13 Correlations between the Trait Measures in Study 2
• Table 14 Descriptive Statistics of the Behavioral Measures in Study 2
• Table 15 Moderation of the Relationship between Direct and Indirect Measures by Social Desirability
• Table 16 Valence Ratings of the IAT Stimuli from Two Different Samples
• Table 17 Overall and Correlations by IAT Order for the Anxiousness and the Angriness IAT (Study 2)
• Table 18 Predictions of the State Anxiety Measures and the Behavioral Anxiety Indicators by Direct Measures and the Anxiousness IAT
• Table 19 Correlations of State Anxiety (Study 2)
• Table 20 Correlations of Behavioral Anxiety Measures in Study 2
• Table 21 Predictions of the State Anger Measures and the Behavioral Anger Indicators by Direct Measures and the Angriness IAT
• Table 22 Correlations of State Anger (Study 2)
• Table 23 Correlations of Behavioral Anger Measures in Study 2
• Table 24 Overall Procedure and Design of Study 3
• Table 25 Color Implicit Association Test: Task Sequence and Task Description
• Table 26 Reliabilities and Correlations of the Trait and State Measures in Study 3
• Table 27 Correlations of the Anxiousness and the Angriness IAT by Interventions (Study 3)

Bilder

• Figure  1. Strack and Deutsch’s (in press) Reflective-Impulsive Model of information processing.