Abstract IRAP
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This study examined university students' alcohol-related implicit cognition using the Implicit Relational Assessment Procedure (IRAP) and its ability to predict alcohol consumption and problems. Thirty undergraduate students completed self-report measures of alcohol outcomes and the IRAP to assess implicit biases toward alcohol. Students were then exposed to a brief video intervention before retaking the IRAP. The results showed students held an overall positive implicit bias toward alcohol but their implicit cognition did not significantly predict alcohol behaviors. Additionally, the video intervention did not effectively influence students' alcohol-related implicit cognition as measured by the IRAP.
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- 1. THE IMPLICIT RELATIONAL ASSESSMENT PROCEDURE (IRAP) AS A MEASURE OF UNIVERSITY STUDENTS’ ALCOHOL-RELATED IMPLICIT COGNITIONS: THE PREDICTION OF ALCOHOL OUTCOMES AND MALLEABILITY OF ALCOHOL- RELATED IMPLICIT COGNITION J. Lavelle Psychology department, NUI Galway, Galway, Ireland Abstract Introduction: Research suggests that alcohol-related implicit cognition (measured via the IAT) may be a reliable predictor of students’ alcohol consumption and alcohol-related problems (alcohol outcomes). The present study sought to examine students’ alcohol-related implicit cognition using a potentially superior method: The IRAP and to investigate if this implicit cognition was malleable to a video-based intervention. Methods: Alcohol-related implicit cognition and alcohol outcomes (measured by the IRAP and self-report measures respectively) were measured in undergraduates (n=30). Participants were then exposed to one of two interventions before repeating the IRAP. Results: Participants held an overall positive implicit bias towards alcohol; alcohol-related implicit cognition (implicit positive/negative biases towards alcohol) did not significantly predict alcohol outcomes; alcohol-related implicit cognition was not malleable to a brief video intervention. Conclusions: This dimension of alcohol-related implicit cognition may not predict students’ alcohol outcomes; and video-based interventions may not effectively influence this aspect of alcohol-related implicit cognition.