This experiment tested two key components of the Encoding Flexibility Model of stereotyping. Results demonstrated that a cognitive load increased the attention paid to stereotype-inconsistent information, and decreased the attention paid to stereotype-consistent information. Cognitive load also enhanced the perceptual encoding of inconsistent information while diminishing the perceptual encoding of consistent information. Implications of these results for the role of efficiency and the interaction of motivation and ability in social cognition are discussed.

The authors argue that implicit measures of social cognition do not reflect only automatic processes but rather the joint contributions of multiple, qualitatively different processes. The quadruple process model proposed and tested in the present article quantitatively disentangles the influences of 4 distinct processes on implicit task performance: the likelihood that automatic bias is activated by a stimulus; that a correct response can be determined; that automatic bias is overcome; and that, in the absence of other information, a guessing bias drives responses. The stochastic and construct validity of the model is confirmed in 5 studies. The model is shown to provide a more nuanced and detailed understanding of the interplay of multiple processes in implicit task performance, including implicit measures of attitudes, prejudice, and stereotyping.

The distinction between automatic processes and controlled processes is a central organizational theme across areas of psychology. However, this dichotomy conceals important differences among qualitatively different processes that independently contribute to ongoing behavior. The Quadruple process model is a multinomial model that provides quantitative estimates of 4 distinct processes in a single task: the likelihood that an automatic response tendency is activated; the likelihood that a contextually appropriate response can be determined; the likelihood that automatic response tendencies are overcome when necessary; and the likelihood that in the absence of other information, behavior is driven by a general response bias. The model integrates dual-process models from many domains of inquiry and offers a generalized, more nuanced framework of impulse regulation across these domains. The model offers insights into many central questions surrounding the operation and the interaction of automatic and controlled processes. Applications of the model to empirical and theoretical concerns in a variety of areas of psychology are discussed.

This research asked why people falsely remember stereotype-consistent information when cognitive resources are depleted. A task adapted from Jacoby's (1991) process dissociation procedure assessed participants' ability to distinguish between distractor items and behaviors performed by a stereotyped target. A multinomial analysis revealed that when cognitive capacity was restricted, participants were less likely to base judgments of stereotype-consistent behaviors on recollection and more likely to respond based on the mere familiarity of the behaviors. Capacity depletion did not affect the basis for judging stereotype-inconsistent items, nor did depletion promote simple stereotype-consistent response bias. We discuss the implications for stereotyping and eyewitness testimony.

Three experiments tested the hypothesis that judgments about a group formed by two paired categories would rely on stored instances of individual category members (i.e., exemplars) in some cases, but not in others. Specifically, judgments of a relatively unfamiliar compound category (e.g., male elementary schoolteachers) were expected to rely on exemplars, whereas alternative sources of information, particularly abstract stereotypes, would be available for making judgments of a more familiar category (e.g., female elementary schoolteachers). Experiments 1 and 2 demonstrated support for these hypotheses. Experiment 3 ruled out the possibility that the differences in judgment strategy between the familiar and unfamiliar compound categories arose from the relative incompatibility of the two constituent categories (e.g., males and elementary schoolteachers), rather than familiarity. Implications for stereotype development and change are discussed.