Understanding the basic processes in affective learning

了解情感学习的基本过程

• 批准号: 265689376
• 负责人: Professor Dr. Christian Frings
• 金额: --
• 依托单位: Abteilung Sozialpsychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2017-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/265689376?language=en
• 关键词: Understanding; basic; processes; affective; learning

Affective attitudes reflect fast evaluative judgments of encountered objects. An experimental approach to study the formation of affective attitudes is evaluative conditioning (EC; for reviews see Hofmann et al., 2010; Walther et al., 2011). In a prototypical EC experiment, a neutral stimulus (conditioned stimulus; CS) is repeatedly paired with a (dis-)liked stimulus (unconditioned stimulus, US). The common result is a substantial shift in the valence of the formerly neutral CS such that it becomes evaluatively similar to the US. Despite intensive research the mechanisms underlying EC are not well understood so far. Although it is generally agreed upon that EC is based on a ‘mental link’ between stimuli (i.e., the CS and the US), relatively less attention was paid to the processes required to establish the integration of US and CS. The current project is concerned with this particular issue. Integrating cognitive binding theory, selective attention research and learning theory, we bridge the gap between hitherto unrelated research traditions and pursue a new perspective in an attempt to gain insight into the processes underlying evaluative learning. In fact, we suggest that selective attention to the US or CS modulates the integration of these stimuli. In addition, based on theories of feature binding, we analyze which processes lead to and enhance S-R associations rather than S-S associations. Important, based on previous findings (Gawronski, Walther, & Blank, 2005) we hypothesize that depending on contextual and interpersonal factors USs of the same valence can elicit quite different evaluative responses. Finally, we analyze whether selective (spatial) attention furthers the integration of CS and US features. On a larger scale, we hope to improve our understanding of the processes contributing to the formation of affective attitudes on the one hand and the role of selective attention in feature binding on the other hand.

情感态度反映了对遇到的对象的快速评估判断。一种研究情感态度形成的实验方法是评价性条件反射(EC；综述见Hofmann等人，2010；Walther等人，2011)。在典型的EC实验中，中性刺激(条件刺激；CS)反复与(不)相似的刺激(无条件刺激，US)配对。通常的结果是，以前中性的CS的价态发生了重大变化，以至于在评估上变得与美国相似。尽管进行了大量的研究，但到目前为止，对EC背后的机制还没有很好的了解。虽然人们普遍认为认知控制是建立在刺激(即，CS和US)之间的“心理联系”的基础上的，但对建立US和CS整合所需的过程的关注相对较少。目前的项目与这一特定问题有关。结合认知捆绑理论、选择性注意研究和学习理论，我们弥合了迄今不相关的研究传统之间的差距，并寻求一个新的视角，试图深入了解评价性学习的过程。事实上，我们认为，对美国或CS的选择性注意调节了这些刺激的整合。此外，基于特征绑定理论，我们分析了哪些过程导致和促进了S-R联想，而不是S-S联想。重要的是，基于以前的发现(Gawronski，Walther，&Blank，2005)，我们假设，根据语境和人际因素的不同，相同价位的话语可以引起完全不同的评价反应。最后，我们分析了选择性(空间)注意是否会进一步促进CS和US特征的整合。在更大的范围内，我们希望一方面提高对情感态度形成过程的理解，另一方面提高对选择性注意在特征绑定中的作用的理解。