Tanya L. Chartrand

Tanya L. Chartrand

Roy J. Bostock Marketing Distinguished Professor

Education & Training

  • Ph.D., New York University 1999

  • M.A., New York University 1996

  • B.S., Santa Clara University 1994

Overview

Tanya Chartrand is the Roy J. Bostock Marketing Professor and Professor of Psychology and Neuroscience at Duke University. Her research interests focus on the nonconscious processes influencing emotion, cognition, and behavior. Tanya has published in numerous psychology and consumer behavior journals, including American Psychologist, Psychological Science, Journal of Experimental Psychology: General, Journal of Personality and Social Psychology, Advances in Experimental Social Psychology, Journal of Consumer Research, and the Journal of Consumer Psychology. She is on the editorial board of the Journal of Consumer Research, the Journal of Consumer Psychology, Personality and Social Psychology Bulletin, and Social Cognition. Tanya was a co-chair of the 2011 North American Association for Consumer Research Conference and was co-editor of a special issue of Journal of Consumer Psychology on Nonconscious Processes that appeared in 2011. She was also recently on the Executive Committee of the Society of Experimental Social Psychology, chairing the dissertation award, career trajectory award, and membership committees. She received her PhD from New York University in social psychology, and was on the psychology faculty at Ohio State University before joining Duke University. Tanya teaches Market Intelligence and Consumer Behavior to the MBAs, Social Cognition, Research Methods, and Automaticity to the PhDs, and Psychology of Consumers to the undergraduates at Duke.

Expertise

Social cognition, consumer behavior, automaticity, mimicry

Chen, M., et al. “Priming primates: Human and otherwise.” Behavioral and Brain Sciences, vol. 21, no. 5, 1998, pp. 685–86.

Chartrand, T. L., and J. A. Bargh. “Automatic Activation of Impression Formation and Memorization Goals: Nonconscious Goal Priming Reproduces Effects of Explicit Task Instructions.” Journal of Personality and Social Psychology, vol. 71, no. 3, Jan. 1996, pp. 464–78. Scopus, doi:10.1037/0022-3514.71.3.464. Full Text

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