معرفی
Andrew Rivers is a Lecturer in the Department of Psychology within the Faculty of Arts at the University of British Columbia. He has been actively teaching undergraduate courses including PSYC 102 (Introduction to Developmental, Social, Personality, and Clinical Psychology), PSYC 216 (Questioning Psychological Science in the Media), and PSYC 217 (Research Methods) from Winter 2018 through Summer 2025. His teaching experience extends beyond UBC to include work with undergraduates in Montana and California, First Nations peoples in Washington state, and incarcerated adults in the California State prison system.
Rivers' research focuses on the role of executive functioning in the regulation of racial stereotypes, challenging traditional dual-process accounts of automatic or implicit stereotyping. He investigates whether the influence of racial stereotypes are 1) unconditionally automatic, 2) conditionally automatic (dependent on self-regulatory abilities), or 3) situationally automatic (dependent on operating conditions). His methodological approach emphasizes formal mathematical modeling to disentangle component processing mechanisms from resultant behavioral outcomes, frequently using Multinomial Processing Trees (MPTs) and Drift Diffusion Models (DDMs).
His publication record shows a consistent research trajectory in social and cognitive psychology, with a focus on implicit bias, stereotype activation, and the cognitive processes underlying social judgment. His most recent work (2020-2021) critically examines social priming concepts while his earlier work (2015-2019) establishes foundational research on stereotype regulation and mathematical modeling approaches in social cognition.
Rivers has not received any explicitly mentioned scientific awards in the available documentation. As stated in his profile, he does not mentor graduate students, focusing instead on undergraduate teaching and his research program. His teaching philosophy emphasizes developing effective instructional methods that facilitate student learning across diverse educational contexts.
