Multiple Behavior Descriptions Affect the Acquisitions of STI and STT.

Four studies pursued the idea that spontaneous trait inferences (STIs) involve the formation of both inferential knowledge and associative knowledge while spontaneous trait transferences (STTs) involve only the formation of associative knowledge. These studies varied the type and amount of behavioral information from which perceivers could extract trait information. Experiments 1a and 1b used a modified savings-in-relearning paradigm and demonstrated that repeated presentations of an individual and a behavior description increased the strength of association between the target and implied trait, and this effect did not depend on whether the repeated presentations involved redundant information or new information. In comparison, Experiments 2a and 2b used a trait ratings dependent variable and demonstrated that the effects of repetition were stronger for STI, but not STT, when the added information differed from information that was previously encountered, but not when it was redundant with the previously encountered information.

Linking versus thinking: evidence for the different associative and attributional bases of spontaneous trait transference and spontaneous trait inference.

Informants who describe others' behaviors are perceived as having more of the trait implied by the behavior they describe (the trait transference effect). Associative and attributional explanations for this phenomenon are reviewed and examined in 3 experiments. Findings were inconsistent with attributional interpretations: (a) transference effects persisted with extended coding times, online judgments, and warnings to participants to avoid the effect; (b) negativity effects were absent in transference but occurred with trait inference; and (c) transference effects failed to generalize beyond the particular trait implied by informants' descriptions. Moreover, forcing participants to recall the target of informants' descriptions just prior to trait judgments eliminated the transference effect while enhancing inference effects. These results contradict nonassociative explanations and indicate that different processes underlie spontaneous trait transference and spontaneous trait inference.

Spontaneous evaluative inferences and their relationship to spontaneous trait inferences.

Three experiments are reported that explore affectively based spontaneous evaluative impressions (SEIs) of stimulus persons. Experiments 1 and 2 used modified versions of the savings in relearning paradigm (Carlston & Skowronski, 1994) to confirm the occurrence of SEIs, indicating that they are equivalent whether participants are instructed to form trait impressions, evaluative impressions, or neither. These experiments also show that SEIs occur independently of explicit recall for the trait implications of the stimuli. Experiment 3 provides a single dissociation test to distinguish SEIs from spontaneous trait inferences (STIs), showing that disrupting cognitive processing interferes with a trait-based prediction task that presumably reflects STIs, but not with an affectively based social approach task that presumably reflects SEIs. Implications of these findings for the potential independence of spontaneous trait and evaluative inferences, as well as limitations and important steps for future study are discussed.