Social Psychology Interactions

Download Associative Learning of Likes and Dislikes: A Special Issue by Jan de Houwer, Frank Baeyens, Andy Field PDF

By Jan de Houwer, Frank Baeyens, Andy Field

Personal tastes are assumed to play a very important function in lots of phenomena which are studied in studying psychology, social psychology, client technological know-how, emotion study, and scientific psychology. Given the pervasive impression that personal tastes have on behaviour, you will need to recognize the place those likes and dislikes come from. even supposing a few personal tastes are genetically decided, so much stem from studying that came about through the life of the person. during this specific factor, the editors specialize in one such form of studying: associative studying of likes and dislikes, that's, alterations in liking which are as a result pairing of stimuli. past experiences on evaluative conditioning have proven that pairing an affectively impartial stimulus with an affectively optimistic or unfavourable stimulus will switch the liking of the initially impartial stimulus. The papers which are a part of this specified factor discover the relevance of evaluative conditioning for social psychology, supply new facts concerning the impression of contingency information, recognition, and extinction trials on evaluative conditioning, and consider no matter if pairing stimuli may also lead to the move of non-evaluative stimulus homes.

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Extra resources for Associative Learning of Likes and Dislikes: A Special Issue of Cognition and Emotion

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After touching them, please rate each stimulus according to your first, immediate, spontaneous reaction by means of the scale in front of you. The scale ranges from –10 (disliked) through 0 (neutral) to +10 (liked). We are especially interested in examining whether your verbal ratings correspond with your physiological responses. So that you can concentrate better, please wear the headphones lying in front of you. Do you have any questions? In the non-BPL group, the third paragraph containing the hint at the correspondence between verbal and physiological responses was omitted.

R. (1992). Subliminal conditioning of attitudes. Personality and Social Psychology Bulletin, 18, 152–162. Krueger, K. (2000). The projective perception of the social world: A building block of social comparison processes. ), Handbook of social comparison: Theory and research ( pp. 323–351). New York: Plenum/ Kluwer. Lane, V. (2000). The impact on repetition and and content on consumer perceptions of incongruent extension. Journal of Marketing, 64, 80–91. R. (2002). The role of awareness in Pavlovian conditioning: Empirical evidence and theoretical implications.

Therefore, each stimulus was presented for 3 s, and the participant was requested to rate each stimulus by means of the 21-category scale used for the baseline rating. The participant was reminded to rely on his/her first, immediate, REACTANCE IN AFFECTIVE-EVALUATIVE LEARNING 203 spontaneous reaction at this moment. The ratings given at this stage were the second evaluative responses (ER2). Finally, the participant was interviewed to determine his/her awareness of the stimulus pairings. The awareness assessment used was similar to the procedure developed by Baeyens et al.

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