Beyond awareness and resources: evaluative conditioning may be sensitive to processing goals
Abstract: "Evaluative conditioning (EC) is often regarded as an automatic affective learning process. Yet, recent empirical evidence suggests that EC may actually be sensitive to contingency awareness and to the availability of attentional resources. Here, we examine for the first time a third horseman of EC automaticity: processing goals. Specifically, we had participants engage an EC task after completing a task known to elicit the goal of processing either the perceptual similarities or the perceptual differences between stimuli. EC was predicted and found to be larger in the former (similarity-focus) than in the latter (difference-focus) condition. This finding provides original evidence that EC is sensitive to the processing goal activated in participants as they encode the CS–US pairings. The theoretical implications of this finding are discussed." [author's abstract]
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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Postprint
begutachtet (peer reviewed)
In: Journal of Experimental Social Psychology ; 45 (2008) 1 ; 279-282
- Classification
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Psychologie
- Event
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Veröffentlichung
- (where)
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Mannheim
- (when)
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2008
- Creator
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Corneille, O.
Yzerbyt, V.Y
Pleyers, G.
Mussweiler, T.
- DOI
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10.1016/j.jesp.2008.08.020
- URN
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urn:nbn:de:0168-ssoar-277615
- Rights
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Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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14.08.2025, 10:45 AM CEST
Data provider
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Corneille, O.
- Yzerbyt, V.Y
- Pleyers, G.
- Mussweiler, T.
Time of origin
- 2008
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Beyond awareness and resources: evaluative conditioning may be sensitive to processing goals
Contingency Awareness in Evaluative Conditioning: Investigations Using Subliminal Stimulus Presentations
Propositional Models of Evaluative Conditioning
Evaluative and Non-Evaluative Conditioning : Theory and Implications of Conditioning of Valence and Attributes
Evaluative Conditioning as Memory-Based Judgment
A Declarative Memory Model of Evaluative Conditioning
The Implicit Misattribution Model of Evaluative Conditioning
A Dual-Force Perspective on Evaluative Conditioning
How do we learn to like and dislike? Awareness, propositional knowledge and generalization in evaluative conditioning
Evaluative Conditioning at Age 39: Conceptual Challenges and Future Directions
Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model
What You Feel Is What You See: A Binding Perspective on Evaluative Conditioning
Beyond awareness and resources: evaluative conditioning may be sensitive to processing goals
Contingency Awareness in Evaluative Conditioning: Investigations Using Subliminal Stimulus Presentations
Propositional Models of Evaluative Conditioning
Evaluative and Non-Evaluative Conditioning : Theory and Implications of Conditioning of Valence and Attributes
Evaluative Conditioning as Memory-Based Judgment
A Declarative Memory Model of Evaluative Conditioning
The Implicit Misattribution Model of Evaluative Conditioning
A Dual-Force Perspective on Evaluative Conditioning
How do we learn to like and dislike? Awareness, propositional knowledge and generalization in evaluative conditioning
Evaluative Conditioning at Age 39: Conceptual Challenges and Future Directions
Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model