List of Titles

Individual differences in implicit and declared self esteem as predictors of response to negative performance evaluation : Validating implicit association test as a measure of self attitudes

- Meagher, Brendan, Aidman, Eugene

Authors: Meagher, Brendan , Aidman, Eugene
Date: 2004
Type: Text , Journal article
Relation: International Journal of Testing Vol. 4, no. 1 (2004), p. 19-42
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Description: Differential and combined influence of implicit and explicit self-esteem (SE) on individual's response to negative feedback was examined in a controlled experiment. Sixty-three psychology undergraduates performed a simulated social interaction task, followed by an artificial negative feedback on their performance. Self-reported (explicit) SE was found to be predictive of participants' evaluation of the confederate who conveyed the feedback but was unrelated to their emotional response to feedback itself. The magnitude of this emotional response was predicted by an implicit SE measure derived from Implicit Association Test (IAT) but was unrelated to explicit SE. Findings are consistent with the theorized link between SE and sensitivity to criticism, thus supporting IAT's construct validity as a measure of implicit SE.
Description: C1
Description: 2003000957

Implicit individual differences : Relationships between implicit self-esteem, gender identity, and gender attitudes

- Aidman, Eugene, Carroll, Steve

Authors: Aidman, Eugene , Carroll, Steve
Date: 2003
Type: Text , Journal article
Relation: European Journal of Personality Vol. 17, no. 1 (Jan-Feb 2003), p. 19-37
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Description: The study examined whether the magnitude of same-sex-favouring implicit gender bias depends on individual differences in self-esteem and gender identity as theorized by Greenwald et al. The Implicit Association Test (IAT) was used to measure implicit self-esteem, gender identity, and gender attitudes. Explicit self-esteem and gender identity were measured with questionnaires. The IAT revealed a strong automatic preference for female words in 34 female undergraduates but, surprisingly, no significant gender bias in 32 males. Individual levels of this gender bias were predicted in both sexes by IAT-derived implicit measures of self-esteem and gender identity, as well as by their interaction. Neither declared gender identity nor explicit self-esteem added to the prediction. The results are discussed in terms of balanced identity design and the potential influence of method effects on the findings. Copyright (C) 2002 John Wiley Sons, Ltd.
Description: C1
Description: 2003000505

Mimics : A symbolic conflict/cooperation simulation program, with embedded protocol recording and automatic psychometric assessment

- Aidman, Eugene, Shmelyov, Alexander

Authors: Aidman, Eugene , Shmelyov, Alexander
Date: 2002
Type: Text , Journal article
Relation: Behavior Research Methods, Instruments, and Computers Vol. 34, no. 1 (2002), p. 83-89
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Description: This paper describes an interactive software environment designed as a social interaction simulator with embedded comprehensive recording and flexible assessment facilities. Using schematized visual sketches similar to cross-cultural facial universals (Ekman, 1999), Mimics (Shmelyov & Aidman, 1997) employs a computer-game-like scenario that requires the subject to identify with an avatar and navigate it through a playing field inhabited by hosts who display a range of facial expressions. From these expressions (which are highly consequential), the player has to anticipate the hosts' reactions to the avatar (which may vary from friendly to obstructing or aggressive) and choose between negotiating with a host (by altering the avatar's facial expression), attacking it, or searching for an escape route. Comprehensive recording of player moves and interactions has enabled computation of several fine-grained indices of interactive behavior, such as aggressive response styles, efficiency and motivation in conflict/cooperation contexts. Initial validation data and potential applications of the method in the assessment of personality and social behavior are discussed.

The influence of self-reported exercise addiction on acute emotional and physiological responses to brief exercise deprivation

- Aidman, Eugene, Woollard, Simon

Authors: Aidman, Eugene , Woollard, Simon
Date: 2003
Type: Text , Journal article
Relation: Psychology of Sport and Exercise Vol. 4, no. 3 (2003), p. 225-236
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Description: Objectives: To examine the association between self-reported exercise addiction among competitive runners and their emotional and physiological response to a one-day deprivation from scheduled training. Design: A controlled experiment was utilised with random selection to exercise-deprived and control groups to examine the causal link between acute exercise deprivation and the presence and magnitude of withdrawal symptoms. Method : Club-level runners (n=60) who had been training at least five times weekly towards a major regional competition (30 women and 30 men, average age: 24.2 years) volunteered to abstain from a one-day training fixture with less than 24-hours' notice. All subjects completed the Profile of Mood States (POMS), Running Addiction Scale (RAS) and resting heart rate (RHR) measurements. From this group, 15 men and 15 women were randomly selected to miss the next scheduled training (exercise-deprived group), while the remaining 30 runners continued their training uninterrupted (controls). Both groups repeated POMS and RHR measures within 24 hours after the experiment. Results: The exercise-deprived group reported significant withdrawal-like symptoms of depressed mood, reduced vigour and increased tension, anger, fatigue and confusion (measured by POMS), as well as significantly elevated RHR, within 24 hours after the missed training session. The control group showed no changes in mood or RHR. More importantly, the observed negative mood changes and RHR response in the exercise-deprived group were moderated by self-reported exercise addiction. The sub-median RAS scorers experienced significantly less mood change and RHR shifts than the higher scoring half of the sample. Further, correlations between RAS scores and the magnitude of increases in tension, anger, confusion, depression and RHR ranged from 0.46 to 0.58. Conclusions: Self-reported exercise addiction in habitual exercisers moderates their emotional and physiological responses to a short-term controlled exercise deprivation, indicating that the magnitude of these responses may, in turn, serve as early markers of exercise dependence. © 2002 Elsevier Science Ltd. All rights reserved.
Description: C1

Implicit concept mapping : A computerized tool for knowledge assessment in undergraduate psychology

- Aidman, Eugene, Ward, Janine

Authors: Aidman, Eugene , Ward, Janine
Date: 2002
Type: Text , Journal article
Relation: MPR-online Vol. 7, no. 3 (2002), p. 31-48
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Description: The study continued validating the computerised method of implicit concept mapping (Aidman & Egan, 1998), while extending it from assessing the map's structural properties to content-based expert evaluation. The on-line concept mapping task (Aidman & Egan, 1998) was modified to elicit similarity / contrast judgements for a set of basic personality concepts, in a group of 65 introductory psychology students. The resulting individual concept proximity matrices were scored for complexity and internal consistency, as well as individually factor- and cluster analysed. Hierarchical cluster tree and un-rotated factorial representations were generated for each individual map. Students were asked to interpret their own cluster trees and factor plots by naming the clusters and factor axes (a brief statement accompanying the name was allowed). Three independent experts (lecturers in the subject) rated the clarity and accuracy of these interpretations, as well as the soundness of cluster trees and the factorial representations themselves. These data were compared with the overall grade the students had obtained in the Introductory Psychology course immediately prior to participating in the study. Internal consistency and complexity of students' implicit concept maps produced only crude associations with their course achievement. The expert ratings of cluster- and factorial representations of the maps, especially expert ratings of students' own interpretations of their maps, showed a more refined association with course achievement, thus confirming that structural assessment of the implicit maps needs to be complemented by their content-based evaluation in order to achieve a more accurate estimate of the learner's level of expertise in the subject.

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