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xii | |
Acknowledgments |
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xvii | |
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1 Introduction: what is social cognition research about? |
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1 | (15) |
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Making sense: constructing social reality |
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1 | (2) |
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Different perspectives on the social thinker |
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3 | (3) |
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3 | (1) |
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4 | (1) |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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The cognitive component of social cognition |
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6 | (2) |
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What is social about social cognition |
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8 | (5) |
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9 | (2) |
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11 | (2) |
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Overview: the structure of this book |
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13 | (1) |
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14 | (1) |
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Discussion questions/topics |
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14 | (1) |
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Recommendations for further reading |
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15 | (1) |
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2 General framework of social cognitive processing |
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16 | (21) |
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16 | (3) |
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(i) Input from the given situation |
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16 | (1) |
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(ii) Input in the form of prior knowledge |
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17 | (1) |
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(iii) Processes that operate on the input |
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18 | (1) |
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General themes underlying the construction of social reality |
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19 | (6) |
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Theme 1 The limitation of human processing capacity and the allocation of processing resources |
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19 | (3) |
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Theme 2 Top-down and bottom-up processing |
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22 | (2) |
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Theme 3 Automatic and controlled processes |
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24 | (1) |
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The sequence of information processing |
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25 | (10) |
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26 | (3) |
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Encoding and interpretation |
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29 | (1) |
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30 | (2) |
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Further processes, inferences, judgments, and decisions |
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32 | (2) |
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The selection of a behavioral response |
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34 | (1) |
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35 | (1) |
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35 | (1) |
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Discussion questions/topics |
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36 | (1) |
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Recommendations for further reading |
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36 | (1) |
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3 Perceiving and encoding |
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37 | (16) |
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Relating new information to prior knowledge |
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37 | (3) |
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Conditions that increase and decrease the influence of accessibility on encoding |
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40 | (1) |
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What knowledge can be primed? |
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41 | (4) |
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Selective examples of priming knowledge |
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41 | (2) |
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Media priming of aggressive behavior |
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43 | (1) |
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Priming cooperation versus competition |
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44 | (1) |
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General background variables of perceiving and encoding |
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45 | (5) |
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45 | (1) |
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46 | (3) |
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49 | (1) |
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50 | (1) |
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51 | (1) |
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Discussion questions/topics |
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51 | (1) |
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Recommendations for further reading |
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51 | (2) |
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4 Storing and retrieving information |
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53 | (29) |
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How is information organized in memory? |
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53 | (8) |
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Types of knowledge structures and their representation |
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54 | (5) |
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59 | (1) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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How is information retrieved? |
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61 | (1) |
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61 | (1) |
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62 | (1) |
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A primer of priming research |
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62 | (8) |
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64 | (1) |
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65 | (2) |
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67 | (1) |
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68 | (2) |
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Using implicit social cognition for diagnostic purposes |
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70 | (5) |
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71 | (1) |
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Affect misattribution procedure |
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71 | (1) |
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Implicit Association Test |
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71 | (2) |
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Critical note on automaticity |
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73 | (2) |
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Self-generated and knowledge-inherent retrieval cues |
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75 | (2) |
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75 | (1) |
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The Self as a powerful knowledge structure |
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76 | (1) |
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Interplay of old knowledge and new information |
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77 | (1) |
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A place for inconsistent information |
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78 | (2) |
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80 | (1) |
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Discussion questions/topics |
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81 | (1) |
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Recommendations for further reading |
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81 | (1) |
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5 Using information: controlled and automatic processing of information |
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82 | (23) |
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Using what is on your mind |
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83 | (1) |
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Whether and how to use what is on your mind |
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84 | (9) |
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The inclusion/exclusion model of social judgment |
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86 | (7) |
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Motivational determinants of information use |
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93 | (3) |
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Using information and the role of processing intensity |
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93 | (2) |
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Using information that serves us well |
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95 | (1) |
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96 | (7) |
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97 | (1) |
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98 | (2) |
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100 | (1) |
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101 | (1) |
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Automatic judgments and accuracy |
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101 | (1) |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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Discussion questions/topics |
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104 | (1) |
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Recommendations for further reading |
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104 | (1) |
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6 Using information: judgmental shortcuts |
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105 | (21) |
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What are judgmental heuristics? |
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105 | (1) |
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Three general rules of thumb: availability, representativeness, and anchoring |
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106 | (15) |
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106 | (6) |
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Representativeness heuristic |
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112 | (4) |
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116 | (4) |
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Alternative explanations and further developments |
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120 | (1) |
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Content-specific rules of thumb |
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121 | (2) |
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Heuristics: blessing or curse? |
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123 | (1) |
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124 | (1) |
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Discussion questions/topics |
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125 | (1) |
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Recommendations for further reading |
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125 | (1) |
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7 The interplay of cognition and feelings: mood states |
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126 | (19) |
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Introduction: feelings in social cognition |
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126 | (1) |
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Mood states and their impact on social cognitive processing |
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127 | (1) |
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128 | (2) |
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Mood and evaluative judgments |
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130 | (5) |
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Mood and processing style |
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135 | (7) |
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Mood and person perception |
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136 | (2) |
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138 | (1) |
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Mood and other heuristics |
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139 | (1) |
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Mood and level of abstraction |
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140 | (1) |
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Explaining mood effects on processing style |
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140 | (2) |
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142 | (1) |
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143 | (1) |
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Discussion questions/topics |
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143 | (1) |
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Recommendations for further reading |
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144 | (1) |
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8 The interplay of cognition and feelings: fluency |
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145 | (20) |
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Fluency: a cognitive feeling |
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145 | (3) |
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Many sources, one unitary fluency experience |
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147 | (1) |
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Always there, but not always aware |
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147 | (1) |
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Fluency experiences are variable |
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147 | (1) |
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Fluency is an efficient piece of information |
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148 | (1) |
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148 | (13) |
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Selective examples of fluency's impact |
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148 | (9) |
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Processes underlying fluency's impact on judgment |
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157 | (3) |
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Variables that moderate fluency's impact on judgment |
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160 | (1) |
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Fluency and processing style |
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161 | (2) |
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163 | (1) |
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163 | (1) |
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Discussion questions/topics |
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164 | (1) |
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Recommendations for-further reading |
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164 | (1) |
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9 Communicating information |
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165 | (26) |
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Social information processing across individuals: an epitome of truly social cognition |
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166 | (15) |
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Communicability as a source of stereotyping |
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166 | (2) |
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Shared information advantage |
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168 | (4) |
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Cooperative communication and logic of conversation |
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172 | (5) |
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Communication pragmatics and social influence |
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177 | (4) |
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The power of lexical stimuli |
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181 | (8) |
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Diagnosticity and confirmability |
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181 | (1) |
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182 | (7) |
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189 | (1) |
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Discussion questions/topics |
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190 | (1) |
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Recommendations for further reading |
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190 | (1) |
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10 How the environment constrains social cognitive processing |
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191 | (20) |
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Social hypothesis testing: updating knowledge in the light of environmental data |
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191 | (2) |
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192 | (1) |
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Motivational versus environmental origins of confirmation bias |
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192 | (1) |
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Analyzing the environmental input to social cognition |
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193 | (10) |
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Self-generated data: the information-search paradigm |
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194 | (3) |
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Self-produced data: self-fulfilling prophecies |
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197 | (2) |
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Externally constrained data: environmental learning processes |
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199 | (4) |
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Opportunity to learn in the environment |
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203 | (3) |
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Illusory correlations against minorities |
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203 | (1) |
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Illusory correlations more generally |
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204 | (1) |
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204 | (2) |
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The adaptive value of environmental constraints on social cognition |
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206 | (3) |
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The amazing accuracy of judgments based on minimal information |
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206 | (1) |
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206 | (2) |
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Impact of facial appearance |
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208 | (1) |
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209 | (1) |
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209 | (1) |
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Discussion questions/topics |
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210 | (1) |
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Recommendations for further reading |
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210 | (1) |
Glossary |
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211 | (6) |
References |
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217 | (37) |
Author Index |
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254 | (3) |
Subject Index |
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257 | |