By Jan de Houwer, Frank Baeyens, Andy Field
Personal tastes are assumed to play a vital function in lots of phenomena which are studied in studying psychology, social psychology, patron technological know-how, emotion study, and medical psychology. Given the pervasive effect that personal tastes have on behaviour, it is very important be aware of the place those likes and dislikes come from. even though a few personal tastes are genetically made up our minds, such a lot stem from studying that happened in the course of the life of the person. during this targeted factor, the editors specialize in one such kind of studying: associative studying of likes and dislikes, that's, alterations in liking which are as a result of the pairing of stimuli. previous stories on evaluative conditioning have proven that pairing an affectively impartial stimulus with an affectively confident or destructive stimulus will swap the liking of the initially impartial stimulus. The papers which are a part of this specific factor discover the relevance of evaluative conditioning for social psychology, supply new information in regards to the effect of contingency know-how, consciousness, and extinction trials on evaluative conditioning, and look at even if pairing stimuli may also bring about the move of non-evaluative stimulus houses.
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Additional info for Associative Learning of Likes and Dislikes: A Special Issue of Cognition and Emotion
The present paradigm indicates that EC and the spreading attitude effect can be fruitfully applied to other accounts of importance in social psychology, such as balance theory. On the one hand, taking EC theory into account may shed some light on the mechanisms underlying simple unit formation processes within balance theory, and may help to identify the preconditions of higher order, balanced sentiment triads. Thus, EC may contribute to the explanation of attitude formation processes that are not yet covered by other theories.
This was the starting point of looking closer at differential effects that awareness and a lack of awareness might have on affective-evaluative responses. As the reactance effect in participants classified as aware is a newly observed phenomenon, it is necessary, in addition to the attempts of replication, to consider methodological artifacts. , repetition of the evaluation procedure, mere stimulus exposure) could apply to the reactance effect, too.
Why sad people like shoes better: The influence of mood on the evaluative conditioning of consumer attitudes. Psychology & Marketing, 10, 755–775. , & Trasselli, C. (2003). I like him, because I like me. Self-evaluation as a source of interpersonal attitudes. Experimental Psychology, 50, 239–246. , & Wernado, I. (2004). Why sex is bad for your spread. US revaluation in the conditioning of consumer attitudes. Unpublished manuscript, University of Heidelberg. COGNITION AND EMOTION 2005, 19 (2), 197–216 Reactance in affective-evaluative learning: Outside of conscious control?
Associative Learning of Likes and Dislikes: A Special Issue of Cognition and Emotion by Jan de Houwer, Frank Baeyens, Andy Field