Literaturnachweis - Detailanzeige
| Autor/inn/en | Stahl, Christoph; Bading, Karoline Corinna |
|---|---|
| Titel | Evaluative Conditioning of Pattern-Masked Nonwords Requires Perceptual Awareness |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 46 (2020) 5, S.822-850 (29 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/xlm0000757 |
| Schlagwörter | Conditioning; Perception; Stimuli; Evaluation; Identification; College Students; Foreign Countries; Memory; Germany |
| Abstract | The evaluative conditioning (EC) phenomenon is central to the study of preference acquisition and attitude formation. Early studies have reported EC in the absence of awareness, but more recent work has questioned this conclusion. In previous work, using briefly presented and pattern-masked conditioned stimuli (CSs), we found that above-chance forced-choice identification of CSs is necessary for EC. Here we extend this work by addressing more directly the inherently subjective issue of consciousness. In 2 studies, we assessed whether above-threshold perceptual awareness of CSs is necessary for EC. Contrasting unconscious learning claims, EC was absent under low and intermediate levels of perceptual awareness. Additional findings suggest that the perceptual awareness task does not interfere with EC, and that it is more sensitive than memory-based awareness proxies. We also found that a confounded variant of the forced-choice identification task can artifactually induce EC; and that an unconfounded version of the task does not induce nor interfere with EC. We discuss limitations of the present studies as well as their relevance for the debate about the automaticity of evaluative learning. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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