Implicit Of Implicit : Implicit Cognition And The Development Of Thought, Emotion And Behavior

1676 WordsMay 1, 20177 Pages
There has been empirical research that provided evidence of the significant role implicit cognition has in the development of thought, emotion and behavior. These studies were able to use quantitative methods to help support conceptual frameworks built on past studies. Several of these studies examined the predictive value of implicit cognitions. For example, Back, Schmukle, and Egloff (2009) presented empirical evidence that implicit personality predicts the corresponding behaviors related to neuroticism and extraversion. Also, Rudolph, Abe, Riketta, and Schutz (2010) presented evidence that implicit self-esteem predicts spontaneous behavior. In addition, evidence that implicit self-attitudes predicts an individual’s emotional state…show more content…
Their results indicated that self-esteem moderated the effects of maladaptive perfectionism on depression. Additionally, Jiang, Zhang, Ke, Hawk, and Qiu (2015) found that implicit self-esteem mediated the relationship between peer rejection and adolescent materialism. Subsequently, they found that priming high self-esteem induced a decline in materialism levels. Similarly, Baccus et al., (2004) presented evidence that suggest that increasing implicit self-esteem via classical conditioning can lower aggression of individuals with low implicit self-esteem. Each study demonstrated a relationship between self esteem and maladaptive behavior. Their results provide further reason to expand research to explore the relationship between implicit self-esteem and maladaptive behavior. In addition, Jiang et al., (2015) presented the hypothesis that implicit self-esteem plays a mediating role between peer rejection and materialism. They also hypothesized that priming high implicit self-esteem after subsequent peer rejection would decrease materialism levels. They conducted a study consisting of 31 male and 33 female adolescents from junior high schools in China. The participants’ ages ranged from 13 to 16 years old. The participants completed questions regarding their personal information such as their age, gender, money allowance, and parents ' education levels. They were then randomly separated in to either a peer
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