Andrew Rivers

Lecturer
location_on Kenny Room 3110--2136 West Mall

About

As a Lecturer in the Department of Psychology, Dr. Andrew Rivers seeks to further develop effective instructional methods that facilitate student learning. His past teaching experiences include working with undergraduates in Montana and California, First Nations peoples in Washington state, and incarcerated adults in the California State prison system.


Research

My research interests focus on the role of executive functioning in the regulation of racial stereotypes. Specifically, I have sought to more completely investigate and challenge traditional dual-process accounts of automatic or implicit stereotyping. Drawing from Moors (2010) and Sherman (2016), I ask whether the influence of racial stereotypes are 1) unconditionally automatic (as generally thought according to traditional models), 2) conditionally automatic (i.e., dependent on the individual’s self-regulatory abilities), 3) situationally automatic (i.e., dependent on operating conditions afforded by the individual’s situation).

I investigate these possibilities using formal mathematical modeling to disentangle component processing mechanisms from resultant behavioral outcomes. These models frequently take the form of Multinomial Processing Trees (MPTs) and/or Drift Diffusion Models (DDMs).

 


Publications

Rivers, A. M., & Hahn, A. (in press). What cognitive mechanisms do people reflect on when they predict IAT scores? Personality and Social Psychology Bulletin. Preprint available at: 10.31234/osf.io/qhzrb

Rees, H. R., Rivers, A. M., & Sherman, J. W. (2018). Implementation intentions reduce implicit stereotype activation and application. Personality and Social Psychology Bulletin. Advance online publication.

Rivers, A. M., Rees, H. R., Calanchini, J., & Sherman, J. W. (2017). Implicit bias reflects the personal and the social. Psychological Inquiry, 28(4), 301-305.

Rivers, A. M. (2017). The Weapons Identification Task: Recommendations for adequately-powered research. PLoS ONE, 12(6), Article e0177857.

Rivers, A. M., Calanchini, J., & Sherman, J. W. (2016). The self-regulation of implicit social cognition. In K. D. Vos & R. F. Baumeister (Eds.), Handbook of Self-regulation: Research, Theory and Applications (3rd Ed.). New York: Guilford Press.

Open Science Collaboration (2015). Estimating the reproducibility of psychological science. Science, 349(6251).

Bielick, S., Guzman, L. Atienza, & Rivers, A. (2013). Using a seeded sample to measure response among homeschooling households. Survey Practice, 2(9).

Kerns, S. E. U., Rivers, A. M., & Enns, G. W. (2009).  Partnerships for Success in Washington State: Supporting evidence based programming for children’s mental health.  Report on Emotional and Behavioral Disorders in Youth, 9(3), 55-62. 

Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008).  A developmental perspective on college and workplace readiness.  Seattle, WA: Bill & Melinda Gates Foundation.

Rivers, A. & Moore, K. A. (2008).  What works for civic engagement: Lessons from experimental evaluations of programs and interventions.  Child Trends Research-to-Results Brief, Publication #2008-22.

Lippman, L. & Rivers, A. (2007).  Measuring education outcomes: A guide for out-of-school time program practitioners.  Child Trends Research-to-Results Brief #2007-14.


Andrew Rivers

Lecturer
location_on Kenny Room 3110--2136 West Mall

As a Lecturer in the Department of Psychology, Dr. Andrew Rivers seeks to further develop effective instructional methods that facilitate student learning. His past teaching experiences include working with undergraduates in Montana and California, First Nations peoples in Washington state, and incarcerated adults in the California State prison system.

My research interests focus on the role of executive functioning in the regulation of racial stereotypes. Specifically, I have sought to more completely investigate and challenge traditional dual-process accounts of automatic or implicit stereotyping. Drawing from Moors (2010) and Sherman (2016), I ask whether the influence of racial stereotypes are 1) unconditionally automatic (as generally thought according to traditional models), 2) conditionally automatic (i.e., dependent on the individual’s self-regulatory abilities), 3) situationally automatic (i.e., dependent on operating conditions afforded by the individual’s situation).

I investigate these possibilities using formal mathematical modeling to disentangle component processing mechanisms from resultant behavioral outcomes. These models frequently take the form of Multinomial Processing Trees (MPTs) and/or Drift Diffusion Models (DDMs).

 

Rivers, A. M., & Hahn, A. (in press). What cognitive mechanisms do people reflect on when they predict IAT scores? Personality and Social Psychology Bulletin. Preprint available at: 10.31234/osf.io/qhzrb

Rees, H. R., Rivers, A. M., & Sherman, J. W. (2018). Implementation intentions reduce implicit stereotype activation and application. Personality and Social Psychology Bulletin. Advance online publication.

Rivers, A. M., Rees, H. R., Calanchini, J., & Sherman, J. W. (2017). Implicit bias reflects the personal and the social. Psychological Inquiry, 28(4), 301-305.

Rivers, A. M. (2017). The Weapons Identification Task: Recommendations for adequately-powered research. PLoS ONE, 12(6), Article e0177857.

Rivers, A. M., Calanchini, J., & Sherman, J. W. (2016). The self-regulation of implicit social cognition. In K. D. Vos & R. F. Baumeister (Eds.), Handbook of Self-regulation: Research, Theory and Applications (3rd Ed.). New York: Guilford Press.

Open Science Collaboration (2015). Estimating the reproducibility of psychological science. Science, 349(6251).

Bielick, S., Guzman, L. Atienza, & Rivers, A. (2013). Using a seeded sample to measure response among homeschooling households. Survey Practice, 2(9).

Kerns, S. E. U., Rivers, A. M., & Enns, G. W. (2009).  Partnerships for Success in Washington State: Supporting evidence based programming for children’s mental health.  Report on Emotional and Behavioral Disorders in Youth, 9(3), 55-62. 

Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008).  A developmental perspective on college and workplace readiness.  Seattle, WA: Bill & Melinda Gates Foundation.

Rivers, A. & Moore, K. A. (2008).  What works for civic engagement: Lessons from experimental evaluations of programs and interventions.  Child Trends Research-to-Results Brief, Publication #2008-22.

Lippman, L. & Rivers, A. (2007).  Measuring education outcomes: A guide for out-of-school time program practitioners.  Child Trends Research-to-Results Brief #2007-14.

Andrew Rivers

Lecturer
location_on Kenny Room 3110--2136 West Mall

As a Lecturer in the Department of Psychology, Dr. Andrew Rivers seeks to further develop effective instructional methods that facilitate student learning. His past teaching experiences include working with undergraduates in Montana and California, First Nations peoples in Washington state, and incarcerated adults in the California State prison system.

My research interests focus on the role of executive functioning in the regulation of racial stereotypes. Specifically, I have sought to more completely investigate and challenge traditional dual-process accounts of automatic or implicit stereotyping. Drawing from Moors (2010) and Sherman (2016), I ask whether the influence of racial stereotypes are 1) unconditionally automatic (as generally thought according to traditional models), 2) conditionally automatic (i.e., dependent on the individual’s self-regulatory abilities), 3) situationally automatic (i.e., dependent on operating conditions afforded by the individual’s situation).

I investigate these possibilities using formal mathematical modeling to disentangle component processing mechanisms from resultant behavioral outcomes. These models frequently take the form of Multinomial Processing Trees (MPTs) and/or Drift Diffusion Models (DDMs).

 

Rivers, A. M., & Hahn, A. (in press). What cognitive mechanisms do people reflect on when they predict IAT scores? Personality and Social Psychology Bulletin. Preprint available at: 10.31234/osf.io/qhzrb

Rees, H. R., Rivers, A. M., & Sherman, J. W. (2018). Implementation intentions reduce implicit stereotype activation and application. Personality and Social Psychology Bulletin. Advance online publication.

Rivers, A. M., Rees, H. R., Calanchini, J., & Sherman, J. W. (2017). Implicit bias reflects the personal and the social. Psychological Inquiry, 28(4), 301-305.

Rivers, A. M. (2017). The Weapons Identification Task: Recommendations for adequately-powered research. PLoS ONE, 12(6), Article e0177857.

Rivers, A. M., Calanchini, J., & Sherman, J. W. (2016). The self-regulation of implicit social cognition. In K. D. Vos & R. F. Baumeister (Eds.), Handbook of Self-regulation: Research, Theory and Applications (3rd Ed.). New York: Guilford Press.

Open Science Collaboration (2015). Estimating the reproducibility of psychological science. Science, 349(6251).

Bielick, S., Guzman, L. Atienza, & Rivers, A. (2013). Using a seeded sample to measure response among homeschooling households. Survey Practice, 2(9).

Kerns, S. E. U., Rivers, A. M., & Enns, G. W. (2009).  Partnerships for Success in Washington State: Supporting evidence based programming for children’s mental health.  Report on Emotional and Behavioral Disorders in Youth, 9(3), 55-62. 

Lippman, L., Atienza, A., Rivers, A., & Keith, J. (2008).  A developmental perspective on college and workplace readiness.  Seattle, WA: Bill & Melinda Gates Foundation.

Rivers, A. & Moore, K. A. (2008).  What works for civic engagement: Lessons from experimental evaluations of programs and interventions.  Child Trends Research-to-Results Brief, Publication #2008-22.

Lippman, L. & Rivers, A. (2007).  Measuring education outcomes: A guide for out-of-school time program practitioners.  Child Trends Research-to-Results Brief #2007-14.