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There is considerable evidence that black and white basketball players differ in their styles of play. Existing physiological, personality, and sociological explanations for these differences appear to be inadequate. An alternative environmental theory is proposed that links player styles and attitudes to environmental factors influencing inner city and on-city playground settings. Specifically, it is hypothesized that factors such as crowding foster the development of functional playing rules and norms, which in turn influence player development. This paper details possible causal relationships between different aspects of the playing environment and player skills, styles, and attitudes.

This methods case study discusses how the focus and reporting of a series of impression formation experiments evolved over time. Support for the initial study hypotheses was not obtained, but effects that were initially viewed as peripheral were ultimately recognized as telling a different, but nonetheless interesting and cohesive narrative. Thus, we reframed our presentation of this work, and in doing so had the responsibility to be transparent about this change in focus and mindful about best research practices. This case study begins by summarizing the original intent of this research project and proceeds to discuss an anticipated methodological issue: whether to manipulate variables within- or between-subjects. We then proceed to discuss two unanticipated challenges. First, as we wrote up results that did not support our focal hypotheses, we had to negotiate the desire to streamline the reporting of the findings with the need to be ethical and transparent about our original research intentions. Second, upon receiving reviewer comments, we decided the best way to address these was to bring in a statistics expert to advise us on addressing more sophisticated questions regarding the mechanism underlying the obtained effects. We conclude our discussion with a brief reflection on the project as a whole and our advice based on this experience.

Three experiments examined whether people spontaneously generate evaluations of target individuals under circumstances in which they are also known to generate spontaneous trait inferences (STIs). The first experiment used a standard savings-in-relearning paradigm to explore whether exposure to trait-implicative behavior descriptions facilitates the learning of evaluatively-congruent, as well as behavior-implied, personality traits. Evidence for the facilitated learning of evaluatively-congruent traits was not obtained. This led to a second experiment in which the savings-in-relearning paradigm was altered to directly assess participants' relearning of evaluative words (good/bad). The results demonstrated that the same trait-implicative behavioral stimuli can produce both spontaneous trait inferences and spontaneous evaluations when both are measured correctly. Both of these outcomes were replicated in a third study using a false recognition paradigm. The implications of these findings for impression formation processes and for the possible independence of semantic information and evaluative information are discussed.

Originally published in 1980, this title came about after many late night discussions between the authors during a 3-week workshop on Mathematical Approaches to Person Perception in 1974. In subsequent meetings a mutual interest emerged in the development of cognitive information processing metaphors for human thought and their application to problems of social perception, memory and judgment. Within the context of modern research on social cognition, the most distinctive aspects of the authors' work was its empirical focus on how people cognitively represent people in memory, and its theoreti