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Other research suggests that rebound effects of this sort are more likely to emerge in high-prejudice persons (Monteith, Spicer, & Toomen, 1998) and in situations in which the perceiver is unlikely to have chronically high levels of suppression motivation (Wyer, Sherman, & Stroessner, 2000) These quali cations are quite consistent with general idea that even the process of mental control itself is subject to some degree of automation With practice, the initial effortfulness of stereotype suppression may be replaced by relative ef ciency Another form of controlled processing that has received considerable attention from social cognition researchers is judgmental correction When perceivers suspect that their judgments have been contaminated by unwanted or inappropriate biases, they may take steps to adjust their judgments in a manner that will remove the unwanted in uence (eg, Wilson & Brekke, 1994).

An exploratory common factor analysis (ECFA) is one in which the restrictions are minimal both in number and in regard to the investigator s theories It is an inductive analysis, with the results coming from the data as undisturbed by the investigator s thinking as possible The advantage of not specifying an expectation is that the analysis is a multitailed test of any theory or expectation the investigator might have If the investigator s expectations are found by ECFA, then they would certainly be found by a con rmatory analysis However, due to the lack of restrictions and the complexities of the analyses, signi cance tests are not available for ECFA, so large Ns are to be used to reduce the need for signi cance tests Communalities could be calculated exactly if the factors were known and vice versa: The factors could be calculated exactly if the communalities were known.

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Whereas the initial processes that produced the bias are likely to be automatic ones, the processes involved in correcting for them are usually considered to be effortful Hence, they require perceiver motivation and processing capacity for their deployment One particularly noteworthy domain in which such hypotheses have been investigated is research on person perception In particular, it has long been established that people are susceptible to a correspondence bias, in which they tend to perceive the behavior of others to be a re ection of corresponding internal dispositions even when there are clear and unambiguous situational constraints on the behavior (eg, Jones & Harris, 1967; Gilbert & Malone, 1995) The previously described research on spontaneous trait inference is consistent with the idea that people often immediately assume that behavior re ects the actor s dispositions In an in uential theoretical assessment of this bias, Gilbert (eg.

Primitive matrix: An (m x m) matrix A is said to be primitive if it is irredUCible and it has only olle eigenvalue with modulus equal to its spectral radius. Prineipal diagonal of a matrix: The elements ati, i I, ' . , , m, const itllte tlIe principal diagonal or main dia.qollal of all (m x 711) lIIatrix

To cut this Gordian knot, the communality can be estimated and then the factors extracted The observed communalities should differ only slightly from the estimated communalities Communality estimation is readily done by several methods The following are four: SMC: Use the squared multiple correlation (SMC) of all other variables with that variable This generally works well and is independent of the number of factors..

, 1998) proposed that dispositional inferences involve three distinct stages In the categorization stage, the observed behavior is construed in terms of its trait implications (eg, Hannah shared her dessert with her brother could be categorized as kind) Then.

Institutional Bonds, Acceptance of Risky Behavior, and Resistance to Peer Pressure) as well as two DARE curriculum knowledge questions ( Changing the subject is a good way to say no and Taking a deep breath is a good way to relax ) were employed in this model The primary hypothesis of interest in this model is whether participation in DARE predicts differences in these concepts and curriculum questions Note that although we conceptualize these components as constructs, due to small sample sizes in some of the classrooms, in this model DARE core concepts were treated as measured variables DARE is given to classrooms of children (groups); therefore, DARE participation is considered a level 2 (classroom level) predictor.

This appendix provides you with information on the contents of the CD that accompanies this book. For the latest and greatest information, please refer to the ReadMe file located at the root of the CD. Here is what you will find:

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