When all is revealed: A dissociation between evaluative learning and contingency awareness
When all is revealed: A dissociation between evaluative learning and contingency awareness
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DOI：
10.1006/ccog.2001.0525
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发表时间：
2001-12-01
影响因子：
2.4
通讯作者：
Hammerl, M
中科院分区：
文献类型：
--
作者：
Fulcher, EP;Hammerl, M
据报道，有三个实验解决了两种不同感觉方式下的评价性学习中的知觉问题：视觉和触觉。研究人员试图通过简化技术(在实验1和实验2中使用分心任务，在实验3中通过潜意识地呈现情感刺激)和诱导技术(通过揭示评价性学习效果并要求参与者努力消除情感刺激的影响)来操纵意识程度。结果表明，总体而言，评价性学习在意识减退组是成功的，但在意识诱导组不是成功的。此外，在意识到刺激偶然性的参与者中，出现了与通常在评价性学习中观察到的相反的效果。此外，心理反应的个体差异被发现与影响的强度和方向有关。有人认为，这些结果对意识对评价性学习是必要的这一论点提出了严重的问题。(C)2001年爱思唯尔科学公司。
Three experiments are reported that address the issue of awareness in evaluative learning in two different sensory modalities: visual and haptic. Attempts were made to manipulate the degree of awareness through a reduction technique (by use of a distractor task in Experiments I and 2 and by subliminally presenting affective stimuli in Experiment 3) and an induction technique (by unveiling the evaluative learning effect and requiring participants to try to discount the influence of the affective stimuli). The results indicate overall that evaluative learning was successful in the awareness-reduction groups but not in the awareneass-induction groups. Moreover, an effect in the opposite direction to that normally observed in evaluative learning emerged in participants aware of the stimulus contingencies. In addition, individual differences in psychological reactance were found to be implicated in the strength and direction of the effect. It is argued that these results pose serious problems for the contention that awareness is necessary for evaluative learning. (C) 2001 Elsevier Science.