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Joyce Ehrlinger | Social Cognition Lab JOYCE EHRLINGER | SOCIAL COGNITION LAB


* denotes students co-authors.

Williams, E. & Ehrlinger, J. (In Press). Failing to Learn from Failure (and Sometimes Success): Inter- and Intrapersonal Roadblocks to Autonomous Learning. In R. Noe & J. Ellingson (Eds.). Autonomous Learning in the Workplace (SIOP Organizational Frontiers Series). New York, NY: Routledge. [request a copy]

Ehrlinger, J., & Eichenbaum*, A. (2016). The dark (and light) sides of overconfidence. In V. Ziegler-Hill & D. K. Marcus (Eds.), The Dark Side of Personality: Science and pratice in social, personality, and clinical psychology. Washington D.C.: American Psychological Association, pp. 251-266. [pdf]

Ehrlinger, J., Mitchum*, A. L., & Dweck, C. S. (2016). Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment. Journal of Experimental Social Psychology, 63, 94-100. [pdf] [Supp. Material] [OSF]

Ross, L., Ehrlinger, J., & Gilovich, T. D. (2016). The bias blind spot and its implications. In K.D. Elsbach & A.B. Kayes (Eds.), Contemporary Organizational Behavior in Action, Boston, MA: Pearson, pp. 137-145. [pdf]

Ehrlinger, J., Readinger, W. O., & Kim*, B. (2015) Decision Making and Cognitive Biases. In H.S. Friedman (Ed.), Encyclopedia of Mental Health, 2E, Vol. II. Philadelphia, PA: Elsevier, 5-12. [pdf]

Leith*, S., Ward*, C., Giacomin*, M., Landau*, E., Ehrlinger, J., & Wilson, A. E. (2014). Changing theories of change: Strategic shifting in implicit theory endorsement. Journal of Personality and Social Psychology, 107 (4), 597-620. [pdf]

Ehrlinger, J., & Shain*, E. A. (2014). How accuracy in students’ self-perceptions relates to success in learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. [pdf]

Sparks*, E. A., Ehrlinger, J., & Eibach, R. P. (2012). Failing to commit: Maximizers avoid commitment in a way that contributes to reduced satisfaction. Personality and Individual Differences, 52, 72-77. doi:10.1016/j.paid.2011.09.002. [pdf]

Eibach, R. P., Libby, L. K., & Ehrlinger, J. (2012). Unrecognized changes in the self contribute to exaggerated judgments of external decline. Basic and Applied Social Psychology, 34(3), 193-203. doi:10.1080/01973533.2012.674416. [pdf]

Fay*, A. J., Jordan*, A. H., & Ehrlinger, J. (2012). How social norms promote misleading social feedback and inaccurate self-assessment. Compass: Social and PersonalityPsychology, 6(2), 206-216. doi:10.1111/j.1751-9004.2011.00420.x. [pdf]

Sparks*, E. A., & Ehrlinger, J. (2012). Psychological contributors to the failure to anticipate unintended consequences. Compass: Social and Personality Psychology, 6(5), 417-427. doi:10.1111/j.1751-9004.2012.00435.x. [pdf]

Conlon*, K. E., Ehrlinger, J., Eibach, R. P., Crescioni*, A. W., Alquist*, J. L., Gerend, M. A., & Dutton, G. R. (2011). Keeping one’s eyes on the prize: The longitudinal benefits of accomplishment focus on progress toward a weight loss goal. Journal of Experimental Social Psychology. 47, 853-855. doi:10.1016/j.jesp.2011.02.005. [pdf]

Crescioni*, A. W., Ehrlinger, J., Alquist*, J. L., Conlon*, K. E., Baumeister, R. F., & Dutton, G. R. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16(5), 750-759. doi:10.1177/1359105310390247. [pdf]

Eccles, D. W., Ward, P., Woodman, T., Janelle, C. M., Le Scanff, C., Ehrlinger, J., Castanier, C., & Coombes, S. A. (2011). Where’s the emotion? How sport psychology can inform research on emotion in human factors. Human Factors, 53, 180-202. doi:10.1177/0018720811403731. [pdf]

Ehrlinger, J. & Eibach, R. P. (2011) Focalism and the failure to foresee unintended consequences. Basic and Applied Social Psychology. 33, 59-68. doi:10.1080/01973533.2010.539955. [pdf]

Ehrlinger, J., Plant, E. A., Eibach, R. P., Columb*, C. J., Goplen*, J. L., Kunstman*, J. W., & Butz*, D. A. (2011) How exposure to the Confederate flag affects willingness to vote for Barack Obama. Political Psychology, 32(1), 131-146. doi:10.1111/j.1467-9221.2010.00797.x. [pdf]

Eibach, R. P., & Ehrlinger, J. (2010). Reference points in men’s and women’s judgments of progress towards gender equality. Sex Roles, 63(11), 882-893. doi:10.1007/s11199-010-9846-7. [pdf]

Ehrlinger, J. & Mitchum*, A. L. (2010). How beliefs in the ability to improve influence accuracy in and use of metacognitive judgments. Advances in Psychology Research, 69, 229-238. [pdf]

Eibach, R. P., Libby, L. K., & Ehrlinger, J. (2009). Priming family values: How being a parent affects moral evaluations of harmless but offensive acts. Journal of Experimental Social Psychology, 45(5), 1160-1163. doi:10.1016/j.jesp.2009.06.017. [pdf]

Ehrlinger, J. (2008) Skill level, Self-views and self-theories as sources of error in self-assessment. Compass: Social and Personality Psychology, 2(1), 382-398. doi:10.1111/j.1751-9004.2007.00047.x. [pdf]

Ehrlinger, J., Johnson, K. L., Banner*, M., Dunning, D. A., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105(1), 98-121. doi:10.1016/j.obhdp.2007.05.002. [pdf]

Dweck, C. S. & Ehrlinger, J. (2006). Implicit theories and conflict resolution. In The Handbook of Conflict Resolution: Theory and Practice. M. Deutsch & P.T. Coleman (Eds.), San Francisco: Jossey-Bass, pp. 317-330. [pdf]

Eibach, R. P. & Ehrlinger, J. (2006). “Keep your eyes on the prize”: Reference points and group differences in assessing progress towards equality. Personality and Social Psychology Bulletin, 32, 66-77. doi:10.1177/0146167205279585. [pdf]

Ehrlinger J., Gilovich, T. D., & Ross, L. (2005). Peering into the bias blind spot: People’s assessments of bias in themselves and others. Personality and Social Psychology Bulletin, 31, 680-692. doi:10.1177/0146167204271570. [pdf]

Strasser, R., Ehrlinger, J., Bingman, V. P. (2004). Transitive behavior in hippocampal-lesioned pigeons. Brain, Behavior and Evolution, 63, 181-188. doi:10.1159/000076442. [pdf]

Ehrlinger J. & Dunning, D. A. (2003). How chronic self-views influence (and mislead) estimates of performance. Journal of Personality and Social Psychology, 84, 5-17. doi:10.1037/0022-3514.84.1.5. [pdf]

Dunning, D. A., Johnson, K. L., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83-87. doi:10.1111/1467-8721.01235. [pdf]

Manuscripts Under Review

Ehrlinger, J., Burnette, J. L., Park*, J., Harrold*, M. L., Orvidas*, K., (2016). Guilty pleasures: Fixed beliefs about weight predict consumption of high calorie, high fat foods. Manuscript under Review. Washington State University. [pdf] [Supp. Material] [OSF]

Ehrlinger, J., Plant, A. E., Columb*, C. J., & Brewer*, L. (2016) Do women hold more exaggerated perceptions of CS and engineering prototypes than men and, consequently, show less interest in these fields? Manuscript under Review. Washington State University. [request a copy]

Ehrlinger, J., Fay*, A. J., & Goplen*, J. (2016). Polite social feedback as a contributor to overconfidence. Manuscript Under Review. [request a copy]

Manuscripts in Preparation

Ehrlinger, J., Harrold*, M. & Goplen*, J.L. (2016). If you only knew: How naïve realism contributes to overconfidence in persuasive abilities. Manuscript in Preparation, Washington State University.

Ehrlinger, J., & Harrold*, M. (2016). Why incremental theories of intelligence promote learning. Manuscript in Preparation, Washington State University.

Ehrlinger, J., Hartwig*, M., Harrold*, M., Vossen*, J., Mitchum*, A., Biermann*, A. & Trzesniewski, K. (2016). Incremental theories of intelligence predict persistence and, in turn, sustained learning. Manuscript in Preparation.

Ehrlinger, J., Hartwig*, M., Vossen*, J., & Trzesniewski, K. (2016). Interleaving study of core curriculum math topics provides benefits for sustained learning. Manuscript in Preparation, Washington State University.

Ehrlinger, J. & Reizer, A. (2016). How cultural differences help to illuminate polite social feedback as a mechanism for overconfidence. Manuscript in Preparation, Washington State University.

Ehrlinger, J., Vossen*, J., & Trzesniewski, K. (2016). Incremental theories of intelligence predict math learning through benefits for sense of belongingness. Manuscript in Preparation, Washington State University.

Ehrlinger, J., Vossen*, J., Harrold*, M., Trzesniewski, K. (2016). Entity theorists avoid the “desirable” difficulties that promote learning. Manuscript in Preparation, Washington State University.