9.Although the authors don’t mention this ‘being at the top of the tree’ will be different if you had to ‘climb every mountain’ to get there or just drifted up and now have ‘your head in the clouds’. I’ll leave it up to the reader to identify the cultural resonances of these expressions in single quotes.
10.This argument is pursued further in Zhang and Risen (2014).
11.Cuing for an experience, for example coldness, means here that the participant was shown a picture of a cold scene and asked how cold they would feel and also to write statements descriptive of their being cold.
12.Although the authors don’t mention it the term ‘warm glow’ (a feel good factor) is sometimes cited as a reinforcer of charitable giving thus challenging the assumption that giving is pure altruism.
13.However there is a Journal of Articles in Support of the Null Hypothesis which is issued biannually and at the time of writing is in its 13th volume.
14.Sometimes theories in psychology are categorised as nomothetic or idiographic. Whereas idiographic approaches are interested in gathering data on individual people, a nomothetic approach deals with generalisations about groups of people.
15.Note that these three parts of a mental act are enough to cover most of the experimental findings.
16.They chose the value system put forward by Schwartz which is “…a universally reliable and cross-culturally valid measure of human values that has been tested on more than 200 samples in more than 60 countries from every inhabited continent” (Torelli et al., 2012, p. 93).
17.High ceilings prime abstract thought. See Meyers-Levy and Zhu (2007).
18.The five criteria listed here are for the experimental paradigm called priming and therefore the language used refers to observable phenomena such as stimuli and responses. It is quite legitimate however to talk of priming mental acts such as feelings, thoughts and intentions and many papers do this.
19.However Pratkanis (1992) claimed that the exposure lasted a third of a millisecond and a subliminal message occurred every five seconds during the film (called Picnic).
20.These figures are taken directly from Rogers’ paper.
21.Once your respondents are split with some saying they saw, felt, or heard something, depending on what sensory threshold you are exploring and others denying they saw, felt or heard anything you are entering a zone of uncertainty. Then the temptation is take the point at which exactly half said yes and half said no as the definition, the transition as it were.
22.The dominant sensory modality in the research is vision and hearing, touch, smell and taste and relatively unexplored.
23.I have used the terminology ‘individualistic’ and ‘collectivistic’ as the original description but a clearer opposition that is used by Gardner et al. (1999) is ‘independent’ and ‘interdependent’.
24.EXPERIMENT 2 in Gardner, Gabriel, and Lee (1999).
25.The vision created by ‘subliminal perception’ of stuff coming in below the threshold is a more vivid concrete image of what might be happening.
26.This ensures that the information is just exposed for the 13 ms. x milliseconds is written as x ms.
27.That is, it will come to mind more often.
28.According to Bargh (2006), one of the remarkable effects of priming is just how many psychological systems can be affected by a single prime which can spread its influence over “…perception, motivation, behavior, and evaluation” (op. cit., p. 147).
29.Construal is taken here to mean giving sense or meaning to the self and would be a process occurring throughout life.
30.I don’t wish to neglect the mental sharing that goes on between intimate pairs of people but these two styles of construing (independent and interdependent) predominate in the literature.
31.The irony is that, with China ’s one-child policy (only recently being relaxed) there is a generation of individualistic, consumer oriented children growing up in a culture where collectivism is culturally dominant. See Wang (2009).
32.Although the title of the paper hyphenates ‘self’ with ‘identity’ I’ve used the single word ‘self’ as this generic idea covers answers to the implied question ‘who am I?’
33.It’s important to note that manipulation checks need to be carried out by for example using other tests to see if the priming did indeed work i.e. both assessments should give the same result. This experiment used such checks.
34.How the mind grows and develops in an individual.
35.My apologies to Ap Dijksterhuis and his colleagues who used a similar start in a very readable account of priming in Dijksterhuis, Smith, van Baaren, and Wigboldus (2005). However their description was of a rather routine experience of the local supermarket as a way into the idea that we process a lot of information unconsciously.
36.Some readers might want to ask ‘is this the brain or the mind you’re talking about?’ The answer is unequivocal—it’s a model of the mind. There are other models of how ideas spread through the mind that are reviewed in Minton, Cornwell, and Kahle (2017).
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