The present research tested a series of theoretically derived competing hypotheses regarding the extent to which different ways of learning about others influence stereotype‐relevant impression formation and reliance on stereotypes in stereotype‐relevant target evaluations. First, we examined the extent to which stimulus pairing or statement information about novel White (Study 1) and Black (Study 2) targets' intelligence influenced implicit and explicit impressions of the targets' competence. In both studies, we found that the two modes of information presentation produced equal effects on impression formation at both the implicit and the explicit levels. In a third study, we compared the effectiveness of stimulus pairing and statement information at reducing or eliminating the influence of stereotypes on implicit and explicit person perception. We found that stereotyping in implicit person perception was completely eliminated by both types of information, but found no evidence of explicit stereotype bias even in the absence of individuating information. Together, the results of the three studies suggest that stimulus pairing and statement target information are equally influential in the formation of stereotype‐relevant impressions of novel targets and in eliminating the influence of stereotypes on stereotype‐relevant target evaluations. These findings provide support for propositional models of implicit evaluations and for dual‐process theories allowing for interaction between different learning systems, but do not support dual‐systems theories.

中文翻译：

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刺激配对和陈述目标信息对个体的刻板印象相关评估具有同等影响

本研究测试了一系列从理论上得出的竞争性假设，这些假设涉及不同的学习方式对定型相关印象形成的影响以及与定型相关目标评估中对定型的依赖程度。首先，我们研究了关于新颖的白人（研究1）和黑人（研究2）目标的智力的刺激配对或陈述信息在多大程度上影响了目标能力的内隐和外在印象。在这两项研究中，我们发现两种信息呈现方式在内隐和外显层面上都对印象形成产生了相同的影响。在第三项研究中 我们比较了刺激配对和陈述信息在减少或消除刻板印象对内隐和外显人感知的影响方面的有效性。我们发现，两种类型的信息都完全消除了对内隐型人的刻板印象，但是，即使没有单独的信息，也没有发现明显的刻板印象偏见的证据。这三项研究的结果在一起表明，刺激配对和陈述目标信息在形成与新目标有关的刻板印象的印象中以及在消除刻板印象对与刻板印象相关的目标评估的影响方面均具有同等影响力。这些发现为隐式评估的命题模型和允许在不同学习系统之间进行交互的双重过程理论提供了支持，