We sometimes learn about certain behaviors of others that we consider diagnostic of their character (e.g., that they did immoral things). Recent research has shown that such information trumps the impact of other (less diagnostic) information both on self-reported evaluations and on more automatic evaluations as probed with indirect measures such as the Affect Misattribution Procedure (AMP). We examined whether facilitating memory recall of alternative information moderates the impact of diagnostic information on evaluation. In Experiments 1 and 2, participants learned one diagnostic positive and one diagnostic negative behavior of two unfamiliar people. Presenting a cue semantically related to this information during evaluation influenced AMP scores but not self-reported liking scores. Experiments 3 and 4 showed that elaborative rehearsal of low diagnostic information eliminated diagnosticity effects on AMP scores and reduced them on self-reported liking scores. These findings help elucidate the role of memory recall and diagnosticity in evaluation.

我们有时会了解他人的某些行为，我们认为这些行为可以诊断他们的性格（例如，他们做了不道德的事情）。最近的研究表明，此类信息胜过其他（较少诊断性）信息对自我报告评估和更多自动评估的影响，如通过影响错误归因程序（AMP）等间接措施进行探索。我们检查了促进替代信息的记忆回忆是否会缓和诊断信息对评估的影响。在实验 1 和 2 中，参与者学习了两个不熟悉的人的一种诊断阳性和一种诊断阴性行为。在评估期间呈现与此信息语义相关的提示会影响 AMP 分数，但不会影响自我报告的喜欢分数。实验 3 和 4 表明，对低诊断信息的精心排练消除了对 AMP 分数的诊断影响，并降低了对自我报告的喜好分数的影响。这些发现有助于阐明记忆回忆和诊断性在评估中的作用。