© 2007 – Psychology Press
The ten papers in this special issue of Self and Identity use a variety of cutting-edge empirical approaches to advance social psychological theory and extend the applications of the implicit self to under-investigated domains, including the clinical consequences of the implicit self, the developmental trajectory of implicit associations, and the impact of being a minority member on implicit self-constructs. Principal questions guiding the special issue include: How does the implicit self regulate emotion and defend against ego-threats? When and how does it adapt to changes in social identity and social comparison? What are the consequences of discrepancies between explicit and implicit self-evaluations? When and how do implicit self-identities develop?
L. A. Rudman, S. J. Spencer, The Implicit Self. J. A. Steinberg, A. Karpinski, L. B. Alloy, The Exploration of Implicit Aspects of Self-esteem in Vulnerability-stress Models of Depression. S. L. Koole, L. H. M. Coenen, Implicit Self and Affect Regulation: Effects of Action Orientation and Subliminal Self Priming in an Affective Priming Task. V. Zeigler-Hill, C. Terry, Perfectionism and Explicit Self-esteem: The Moderating Role of Implicit Self-esteem. A. K. Sanchez, C. Zogmaister, L. Arcuri, When "They" Becomes "We": Multiple Contrasting Identities in Mixed Status Groups. C. McCall, N. Dasgupta, The Malleability of Men’s Gender Self-concept. H. S. Hodgins, A. B. Brown, B. Carver, Autonomy and Control Motivation and Self-esteem. J. Eaton, C. Ward Struthers, A. Shomrony, A. G. Santelli, When Apologies Fail: The Moderating Effect of Implicit and Explicit Self-esteem on Apology and Forgiveness. I. McGregor, C. H. Jordan, The Mask of Zeal: Low Implicit Self-esteem and Defensive Extremism after Self-threat. Y. Dunham, A. S. Barrow, M. R. Banaji, Children and Social Groups: A Developmental Analysis of Implicit Consistency in Hispanic Americans. T. Devos, P. Diaz, E. Viera, R. Dunn, College Education and Motherhood as Components of Self-concept: Discrepancies Between Implicit and Explicit Assessments.