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Institution
University of Toronto ScarboroughCurrent Position
Assistant Professor Highest Degree
Ph.D. in Experimental Psychology from Brown University, 2001
Research Interests
 | Applied Social Psychology |
| Group Processes |
| Intergroup Relations |
| Prejudice/Stereotyping |
| Self/Identity |
| Social Cognition |
Laboratory Home Page
Courses Taught
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Michael Inzlicht
Department of Psychology
University of Toronto Scarborough
1265 Military Trail
Toronto, Ontario M1C 1A4
Canada
Home Page
Phone: (416) 208-4826
Fax: (416) 287-7642
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Michael Inzlicht's program of research consists of three distinct, yet related, lines of research that are characterized by the integration of social-cognitive, neuroscientific, and psychophysiological approaches. His major interest is in the study of prejudice and discrimination, focusing specifically on the consequences for members of stigmatized groups, consequences that range from poor academic performance to inaccurate self-knowledge, from biased perception to poor cognitive control. This connection between stigma and (diminished) self-control led him to his second line of research, where he asks basic questions about self-control, including exploring its limits and the cognitive and emotional sequelae of these limits. Self-control is also at the heart of his third line of research, where he takes a social neuroscience approach to investigate the function, role, and psychological correlates of the anterior cingulate cortex, a part of the brain that serves to regulate both cognitive and emotional processing and important for self-control.
 Journal Articles:
 Aronson, J., & Inzlicht, M. (2004). The ups and downs of attributional ambiguity: Stereotype vulnerability and the academic self-knowledge of African American students. Psychological Science, 15, 829-836.
- Ben-Zeev, T., Fein, S., & Inzlicht, M. (2005). Stereotype threat and arousal. Journal of Experimental Social Psychology, 41, 174-181.
- Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.
- Hirsh, J. B., & Inzlicht, M. (2008). The devil you know: Neuroticism predicts neural response to uncertainty. Psychological Science, 19, 962-967.
- Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). A particular resiliency to threatening environments. Journal of Experimental Social Psychology, 42, 323-336.
- Inzlicht, M., & Ben-Zeev, T. (2003). Do high-achieving female students underperform in private? The implications of threatening environments on intellectual processing. Journal of Educational Psychology, 95, 796-805.
- Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365-371.
- Inzlicht, M., & Gutsell, J. N. (2007). Running on empty: Neural signals for self-control failure. Psychological Science, 18, 933-937.
- Inzlicht, M., Kaiser, C. R., & Major, B. (2008). The face of chauvinism: How prejudice expectations shape perceptions of facial affect. Journal of Experimental Social Psychology, 44, 758-766.
- Inzlicht, M. & Kang, S. K. (in press). Stereotype threat spillover: How coping with threats to social identity affects aggression, eating, decision-making, and attention. Journal of Personality and Social Psychology.
- Inzlicht, M., McGregor, I., Hirsh, J. B., & Nash, K. (2009). Neural markers of religious conviction. Psychological Science, 20, 385-392
- Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17, 262-269.
- Johns, M., Inzlicht, M., & Schmader, T. (2008). Stereotype threat and executive resource depletion: Examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137, 691-705.
Other Publications:
- Inzlicht, M., Aronson, J., & Mendoza-Denton, R. (in press). On being the target of prejudice: Educational implications. In F. Butera & J. Levine (Eds.), Coping with minority status: Responses to exclusion and inclusion. Cambridge, UK: Cambridge University Press.
- Inzlicht, M., & Good, C. (2006). How environments can threaten academic performance, self-knowledge, and sense of belonging. In S. Levin & C. van Laar (Eds.), Stigma and group inequality: Social psychological approaches (pp. 129-150). Mahwah, NJ: Erlbaum.
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