2,717
Views
9
CrossRef citations to date
0
Altmetric
Introductions

Automatic processes in evaluative learning

&

References

  • Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology (pp. 798–844). Worcester, MA: Clark University Press.
  • Aust, F., Haaf, J. M., & Stahl, C. (2019). A memory-based judgment account of expectancy-liking dissociations in evaluative conditioning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(3), 417–439.
  • Bading, K., Stahl, C., & Rothermund, K. (2020). Why a standard IAT effect cannot provide evidence for associative learning: The role of similarity construction. Cognition & Emotion, 34(1), 128–143.
  • Baeyens, F., Eelen, P., Crombez, G., & Van den Bergh, O. (1992). Human evaluative conditioning: Acquisition trials, presentation schedule, evaluative style and contingency awareness. Behaviour Research and Therapy, 30(2), 133–142.
  • Bargh, J. A. (1994). The four horsemen of automaticity: Awareness, intention, efficiency, and control in social cognition. In R. S. J. Wyer & T. K. Srull (Eds.), Handbook of social cognition ( Vol. 1: Basic processes, pp. 1–40). Hillsdale, NJ: Erlbaum.
  • Benedict, T., & Gast, A. (2020). Evaluative conditioning with fear- and disgust-evoking stimuli: No evidence that they increase learning without explicit memory. Cognition & Emotion, 34(1), 42–56.
  • Blair, I. V. (2002). The malleability of automatic stereotypes and prejudice. Personality and Social Psychology Review, 6, 242–261.
  • Casper, C., Rothermund, K., & Wentura, D. (2010). Automatic stereotype activation is context dependent. Social Psychology, 41, 131–136.
  • Casper, C., Rothermund, K., & Wentura, D. (2011). The activation of specific facets of age stereotypes depends on individuating information. Social Cognition, 29, 393–414.
  • Chaiken, S., Liberman, A., & Eagly, A. H. (1989). Heuristic and systematic processing within and beyond the persuasion context. In J. S. Uleman & J. A. Bargh (Eds.), Unintended thought (pp. 212–252). New York: Guilford.
  • Chen, Z., Veling, H., Dijksterhuis, A., & Holland, R. W. (2016). How does not responding to appetitive stimuli cause devaluation: Evaluative conditioning or response inhibition? Journal of Experimental Psychology: General, 145, 1687–1701.
  • Colwill, R. M., & Rescorla, R. A. (1986). Associative structures in instrumental learning. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 20, pp. 55–104). New York: Academic Press.
  • Cone, J., & Ferguson, M. J. (2015). He did what? The role of diagnosticity in revising implicit evaluations. Journal of Personality and Social Psychology, 108, 37–57.
  • Conrey, F. R., Sherman, J. W., Gawronski, B., Hugenberg, K., & Groom, C. J. (2005). Separating multiple processes in implicit social cognition: The quad model of implicit task performance. Journal of Personality and Social Psychology, 89, 469–487.
  • Corneille, O., Mierop, A., Stahl, C., & Hütter, M. (in press). Evidence suggestive of uncontrollable attitude acquisition replicates in an instruction-based evaluative conditioning paradigm: Implications for associative attitude formation. Journal of Experimental Social Psychology.
  • Corneille, O., & Stahl, C. (2019). Associative attitude learning: A closer look at evidence and how it relates to attitude models. Personality and Social Psychology Review, 23(2), 161–189.
  • Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268–294.
  • De Houwer, J. (2006). Using the Implicit Association Test does not rule out an impact of conscious propositional knowledge on evaluative conditioning. Learning and Motivation, 37, 176–187.
  • De Houwer, J. (2007). A conceptual and theoretical analysis of evaluative conditioning. The Spanish Journal of Psychology, 10, 230–241.
  • De Houwer, J. (2009). The propositional approach to associative learning as an alternative for association formation models. Learning and Behavior, 37, 1–20.
  • De Houwer, J. (2018). Propositional models of evaluative conditioning. Social Psychological Bulletin, 13(3). doi: 10.5964/spb.v13i3.28046
  • Eberhardt, K., Esser, S., & Haider, H. (2017). Abstract feature codes: The building blocks of the implicit learning system. Journal of Experimental Psychology: Human Perception and Performance, 43(7), 1275–1290.
  • Eder, A. B., & Rothermund, K. (2013). Emotional action: An ideomotor model. In C. Mohiyeddini, M. W. Eysenck, & S. Bauer (Eds.), Handbook of psychology of emotions: Recent theoretical perspectives and novel empirical findings (Vol. 1, pp. 11–38). Hauppauge, NY: Nova Science Publishers.
  • Fazio, R. H. (1990). Multiple processes by which attitudes guide behavior: The MODE model as an integrative framework. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 23, pp. 75–109). San Diego, CA: Academic Press.
  • Fazio, R. H. (2001). On the automatic activation of associated evaluations: An overview. Cognition and Emotion, 15, 115–141.
  • Fazio, R. H., Jackson, J. R., Dunton, B. C., & Williams, C. J. (1995). Variability in automatic activation as an unobtrusive measure of racial attitudes: A bona fide pipeline? Journal of Personality and Social Psychology, 69, 1013–1027.
  • Fazio, R. H., Sanbonmatsu, D. M., Powell, M. C., & Kardes, F. R. (1986). On the automatic activation of attitudes. Journal of Personality and Social Psychology, 50, 229–238.
  • Fenske, M. J., & Raymond, J. E. (2006). Affective influences of selective attention. Current Directions in Psychological Science, 15, 312–316.
  • Fiedler, K., & Bluemke, M. (2005). Faking the IAT: Aided and unaided response control on the implicit association tests. Basic and Applied Social Psychology, 27(4), 307–316.
  • Fiedler, K., & Unkelbach, C. (2011). Evaluative conditioning depends on higher order encoding processes. Cognition and Emotion, 25, 639–656.
  • Förderer, S., & Unkelbach, C. (2012). Hating the cute kitten or loving the aggressive pit-bull: EC effects depend on CS-US relations. Cognition & Emotion, 26, 534–540.
  • Frings, C., Koch, I., Rothermund, K., Dignath, D., Giesen, C., Hommel, B., … Philipp, A. (in press). Merkmalsintegration und Abruf als wichtige Prozesse der automatischen Handlungssteuerung – eine Paradigmen-übergreifende Perspektive. Psychologische Rundschau.
  • Gast, A., Richter, J., & Ruszpel, B. (2020). Is there evidence for unaware evaluative conditioning in a valence contingency learning task? Cognition & Emotion, 34(1), 57–73.
  • Gast, A., & Rothermund, K. (2010). When old and frail is not the same. Dissociating category-based and stimulus-based influences on compatibility effects in four implicit measurement methods. Quarterly Journal of Experimental Psychology, 63, 479–498.
  • Gast, A., & Rothermund, K. (2011a). I like it because I said that I like it: Evaluative conditioning effects can be based on stimulus-response learning. Journal of Experimental Psychology: Animal Behavior Processes, 37, 466–476.
  • Gast, A., & Rothermund, K. (2011b). What you see is what will change: Evaluative conditioning effects depend on a focus on valence. Cognition and Emotion, 25, 89–110.
  • Gawronski, B., & Bodenhausen, G. V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692–731.
  • Gawronski, B., & Bodenhausen, G. V. (2007). Unraveling the processes underlying evaluation: Attitudes from the perspective of the APE model. Social Cognition, 25, 687–717.
  • Gawronski, B., & Bodenhausen, G. V. (2009). Operating principles versus operating conditions in the distinction between associative and propositional processes. Behavioral and Brain Sciences, 32, 207–208.
  • Gawronski, B., & Bodenhausen, G. V. (2014). Implicit and explicit evaluation: A brief review of the associative–propositional evaluation model. Social and Personality Psychology Compass, 8(8), 448–462.
  • Gawronski, B., & Bodenhausen, G. V. (2018). Evaluative conditioning from the perspective of the associative-propositional evaluation model. Social Psychological Bulletin, 13(3), e28024.
  • Gawronski, B., & De Houwer, J. (2014). Implicit measures in social and personality psychology. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (2nd ed., pp. 283–310). New York, NY: Cambridge University Press.
  • Giesen, C., Schmidt, J. R., & Rothermund, K. (in press). The law of recency: An episodic stimulus-response retrieval account of habit acquisition. Frontiers in Psychology. doi: 10.3389/fpsyg.2019.02927
  • Greenwald, A. G., & Banaji, M. R. (2017). The implicit revolution: Reconceiving the relation between conscious and unconscious. American Psychologist, 72(9), 861–871.
  • Greenwald, A. G., & De Houwer, J. (2017). Unconscious conditioning: Demonstration of existence and difference from conscious conditioning. Journal of Experimental Psychology: General, 146, 1705–1721.
  • Greenwald, A. G., McGhee, D. E., & Schwartz, J. K. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464–1480.
  • Hermans, D., Vansteenwegen, D., Crombez, G., Baeyens, F., & Eelen, P. (2002). Expectancy-learning and evaluative learning in human classical conditioning: Affective priming as an indirect and unobtrusive measure of conditioned stimulus valence. Behaviour Research and Therapy, 40(3), 217–234.
  • Heycke, T., & Gawronski, B. (in press). Co-occurrence and relational information in evaluative learning: A multinomial modeling approach. Journal of Experimental Psychology: General.
  • Heycke, T., Gehrmann, S., Haaf, J., & Stahl, C. (2018). Of two minds or one? A registered replication of Rydell et al. (2006). Cognition and Emotion, 32(8), 1708–1727.
  • Hofmann, W., De Houwer, J., Perugini, M., Baeyens, F., & Crombez, G. (2010). Evaluative conditioning in humans: A meta-analysis. Psychological Bulletin, 136(3), 390–421.
  • Högden, F., Stahl, C., & Unkelbach, C. (2020). Similarity-based and rule-based generalization in the acquisition of attitudes via evaluative conditioning. Cognition & Emotion, 34(1), 105–127.
  • Hughes, S., Ye, Y., Van Dessel, P., & De Houwer, J. (2019). When people co-occur with good or bad events: Graded effects of relational qualifiers on evaluative conditioning. Personality and Social Psychology Bulletin, 45, 196–208.
  • Huijding, J., Muris, P., Lester, K. J., Field, A. P., & Joosse, G. (2011). Training children to approach or avoid novel animals: Effects on self-reported attitudes and fear beliefs and information-seeking behaviors. Behaviour Research and Therapy, 49, 606–613.
  • Hutchings, R., Calanchini, J., Huang, L., Rees, H., Rivers, A., Roth, J., & Sherman, J. (2020). Retrieval cues fail to influence contextualized evaluations. Cognition & Emotion, 34(1), 86–104.
  • Hütter, M., & De Houwer, J. (2017). Examining the contributions of memory-dependent and memory-independent components to evaluative conditioning via instructions. Journal of Experimental Social Psychology, 71, 49–58.
  • Hütter, M., & Klauer, K. C. (2016). Applying processing trees in social psychology. European Review of Social Psychology, 27, 116–159.
  • Hütter, M., & Sweldens, S. (2013). Implicit misattribution of evaluative responses: Contingency-unaware evaluative conditioning requires simultaneous stimulus presentations. Journal of Experimental Psychology: General, 142(3), 638–643.
  • Hütter, M., Sweldens, S., & Andrade, E. (2018). Dissociating controllable and uncontrollable effects of affective stimuli on attitudes and consumption. Journal of Consumer Research, 45(2), 320–349.
  • Hütter, M., Sweldens, S., Stahl, C., Unkelbach, C., & Klauer, K. C. (2012). Dissociating contingency awareness and conditioned attitudes: Evidence of contingency–unaware evaluative conditioning. Journal of Experimental Psychology: General, 141(3), 539–557.
  • Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513–541.
  • Jones, C. R., Fazio, R., & Olson, M. (2009). Implicit misattribution as a mechanism underlying evaluative conditioning. Journal of Personality and Social Psychology, 96(5), 933–948.
  • Jones, C. R., Olson, M. A., & Fazio, R. H. (2010). Evaluative conditioning: The “how” question. Advances in Experimental Social Psychology, 43, 205–255.
  • Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus, and Giroux.
  • Karpinski, A., & Hilton, J. L. (2001). Attitudes and the implicit association test. Journal of Personality and Social Psychology, 81, 774–788.
  • Klauer, K. C., Voss, A., Schmitz, F., & Teige-Mocigemba, S. (2007). Process components of the Implicit Association Test: A diffusion-model analysis. Journal of Personality and Social Psychology, 93, 353–368.
  • Kukken, N., Hütter, M., & Holland, R. (2020). Are there two independent evaluative conditioning effects in relational paradigms? Dissociating the effects of CS-US pairings and their meaning. Cognition & Emotion, 34(1), 170–187.
  • Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39, 124–129.
  • Leventhal, H., & Scherer, K. (1987). The relationship of emotion to cognition: A functional approach to a semantic controversy. Cognition and Emotion, 1, 3–28.
  • Lustig, C., May, C. P., & Hasher, L. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130, 199–207.
  • McConnell, A. R., & Rydell, R. J. (2014). The systems of evaluation model: A dual-systems approach to attitudes. In J. W. Sherman, B. Gawronski, & Y. Trope (Eds.), Dual-process theories of the social mind (pp. 204–218). New York: Guilford.
  • Meissner, F., Grigutsch, L. A., Koranyi, N., Müller, F., & Rothermund, K. (2019). Predicting behavior with implicit measures: Disillusioning findings, reasonable explanations, and sophisticated solutions. Frontiers in Psychology, 10. doi: 10.3389/fpsyg.2019.02483
  • Meissner, F., & Rothermund, K. (2013). Estimating the contributions of associations and recoding in the Implicit Association Test: The ReAL model for the IAT. Journal of Personality and Social Psychology, 104, 45–69.
  • Meissner, F., & Rothermund, K. (in press). Increasing the validity of implicit measures: New solutions for assessment, conceptualization, and action explanation. In J. A. Krosnick (Ed.), Implicit bias. New York: Cambridge University Press.
  • Melnikoff, D. E., & Bargh, J. A. (2018). The mythical number two. Trends in Cognitive Sciences, 22(4), 280–293.
  • Mierop, A., Hütter, M., Stahl, C., & Corneille, O. (2019). Does attitude acquisition in evaluative conditioning without explicit CS-US memory reflect implicit misattribution of affect? Cognition and Emotion, 33(2), 173–184.
  • Mitchell, C. J., De Houwer, J., & Lovibond, P. (2009). The propositional nature of human associative learning. Behavioral and Brain Sciences, 32, 183–198.
  • Montoya, R. M., Horton, R. S., Vevea, J. L., Citkowicz, M., & Lauber, E. A. (2017). A re-examination of the mere exposure effect: The influence of repeated exposure on recognition, familiarity, and liking. Psychological Bulletin, 143(5), 459–498.
  • Moors, A. (2014). Examining the mapping problem in dual process models. In J. W. Sherman, B. Gawronski, & Y. Trope (Eds.), Dual process theories of the social mind (pp. 20–34). New York, NY: Guilford Press.
  • Moors, A., & De Houwer, J. (2006). Automaticity: A theoretical and conceptual analysis. Psychological Bulletin, 132, 297–326.
  • Moran, T., & Bar-Anan, Y. (2013). The effect of object–valence relations on automatic evaluation. Cognition & Emotion, 27(4), 743–752.
  • Moran, T., & Bar-Anan, Y. (2020). The effect of co-occurrence and relational information on speeded evaluation. Cognition & Emotion, 34(1), 144–155.
  • Müller, F., & Rothermund, K. (2019). The Propositional Evaluation Paradigm (PEP): indirect assessment of personal beliefs and attitudes. Frontiers in Psychology, 10. doi: 10.3389/fpsyg.2019.02385
  • Olson, M. A., & Fazio, R. H. (2004). Reducing the influence of extrapersonal associations on the Implicit Association Test: Personalizing the IAT. Journal of Personality and Social Psychology, 86, 653–667.
  • Payne, B. K., Burkley, M., & Stokes, M. B. (2008). Why do implicit and explicit attitude tests diverge? The role of structural fit. Journal of Personality and Social Psychology, 94, 16–31.
  • Payne, B. K., Cheng, C. M., Govorun, O., & Stewart, B. D. (2005). An inkblot for attitudes: Affect misattribution as implicit measurement. Journal of Personality and Social Psychology, 89, 277–293.
  • Payne, B. K., Hall, D. L., Cameron, C. D., & Bishara, A. J. (2010). A process model of affect misattribution. Personality and Social Psychology Bulletin, 36, 1397–1408.
  • Petty, R. E., & Briñol, P. (2012). The elaboration likelihood model. In P. A. M. Van Lange, A. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 224–245). London, UK: Sage.
  • Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 19, pp. 123–205). New York: Academic Press.
  • Platt, J. R. (1964). Strong inference: Certain systematic methods of scientific thinking may produce much more rapid progress than others. Science, 146, 347–353.
  • Pleyers, G., Corneille, O., Luminet, O., & Yzerbyt, V. (2007). Aware and (dis)liking: Item-based analyses reveal that valence acquisition via evaluative conditioning emerges only when there is contingency awareness. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 130–144.
  • Pleyers, G., Corneille, O., Yzerbyt, V., & Luminet, O. (2009). Evaluative conditioning may incur attentional costs. Journal of Experimental Psychology: Animal Behavior Processes, 35, 279–285.
  • Ranganath, K. A., Smith, C. T., & Nosek, B. A. (2008). Distinguishing automatic and controlled components of attitudes from direct and indirect measurement methods. Journal of Experimental Social Psychology, 44, 386–396.
  • Raymond, J. E., Fenske, M. J., & Tavassoli, N. T. (2003). Selective attention determines emotional responses to novel visual stimuli. Psychological Science, 14, 537–542.
  • Raymond, J. E., Fenske, M. J., & Westoby, N. (2005). Emotional devaluation of distracting patterns and faces: A consequence of attentional inhibition during visual search? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1404–1415.
  • Reber, R., Winkielman, P., & Schwarz, N. (1998). Effects of perceptual fluency on affective judgments. Psychological Science, 9, 45–48.
  • Rothermund, K., Teige-Mocigemba, S., Gast, A., & Wentura, D. (2009). Eliminating the influence of recoding in the Implicit Association Test: The Recoding-Free Implicit Association Test (IAT-RF). Quarterly Journal of Experimental Psychology, 62, 84–98.
  • Rydell, R. J., & McConnell, A. R. (2006). Understanding implicit and explicit attitude change: A systems of reasoning analysis. Journal of Personality and Social Psychology, 91(6), 995–1008.
  • Sava, F. A., Payne, B. K., Măgurean, S., Iancu, D. E., & Rusu, A. (2020). Beyond contingency awareness: The role of influence awareness in resisting conditioned attitudes. Cognition & Emotion, 34(1), 156–169.
  • Schmidt, J. R., & De Houwer, J. (2012). Contingency learning with evaluative stimuli: Testing the generality of contingency learning in a performance paradigm. Experimental Psychology, 59, 175–182.
  • Schmidt, J. R., Giesen, C., & Rothermund, K. (in press). Contingency learning as binding? Testing an exemplar view of the colour-word contingency learning effect. Quarterly Journal of Experimental Psychology.
  • Schwarz, N., & Clore, G. L. (1983). Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology, 45, 513–523.
  • Smith, C. T., Calanchini, J., Hughes, S., Van Dessel, P., & De Houwer, J. (2020). The impact of instruction- and experience-based evaluative learning on IAT performance: A Quad model perspective. Cognition & Emotion, 34(1), 21–41.
  • Stahl, C., & Aust, F. (2018). Evaluative conditioning as memory-based judgment. Social Psychological Bulletin, 13(3), e28589.
  • Stahl, C., Haaf, J., & Corneille, O. (2016). Subliminal evaluative conditioning? Above-chance CS identification may be necessary and insufficient for attitude learning. Journal of Experimental Psychology: General, 145, 1107–1131.
  • Steffens, M. C. (2004). Is the implicit association test immune to faking? Experimental Psychology, 51, 165–179.
  • Strack, F., & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 220–247.
  • Sweldens, S., Corneille, O., & Yzerbyt, V. (2014). The role of awareness in attitude formation through evaluative conditioning. Personality and Social Psychology Review, 18(2), 187–209.
  • Sweldens, S., Tuk, M. A., & Hütter, M. (2017). How to study consciousness in consumer research, a commentary on Williams and Poehlman. Journal of Consumer Research, 44, 266–275.
  • Sweldens, S., van Osselaer, S. M. J., & Janiszewski, C. (2010). Evaluative conditioning procedures and the resilience of conditioned brand attitudes. Journal of Consumer Research, 37(3), 473–489.
  • Teige-Mocigemba, S., & Klauer, K. C. (2013). On the controllability of evaluative-priming effects: Some limits that are none. Cognition and Emotion, 27, 632–657.
  • Teige-Mocigemba, S., Klauer, K. C., & Rothermund, K. (2008). Minimizing method-specific variance in the IAT: A single block IAT. European Journal of Psychological Assessment, 24, 237–245.
  • Van Dessel, P., Cone, J., Gast, A., & De Houwer, J. (2020). The impact of valenced verbal information on implicit and explicit evaluation: The role of information diagnosticity, primacy, and memory cueing. Cognition & Emotion, 34(1), 74–85.
  • Van Dessel, P., De Houwer, J., Gast, A., & Tucker Smith, C. (2015). Instruction-based approach-avoidance effects: Changing stimulus evaluation via the mere instruction to approach or avoid stimuli. Experimental Psychology, 62, 161–169.
  • Van Dessel, P., Eder, A., & Hughes, S. J. (2018). Mechanisms underlying effects of approach-avoidance training on stimulus evaluation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 1224–1241.
  • Van Dessel, P., Hughes, S., & De Houwer, J. (2018). Consequence-based approach-avoidance training: A new and improved method for changing behavior. Psychological Science, 29(12), 1899–1910.
  • Walther, E., Halbeisen, G., & Blask, K. (2018). What you feel is what you see: A binding perspective on evaluative conditioning. Social Psychological Bulletin, 13(3), e27551.
  • Wentura, D., & Rothermund, K. (2014). Priming is not priming is not priming. Social Cognition, 32, 47–67.
  • Wigboldus, D. H. J., Dijksterhuis, A., & van Knippenberg, A. (2003). When stereotypes get in the way: Stereotypes obstruct stereotype-inconsistent trait inferences. Journal of Personality and Social Psychology, 84, 470–484.
  • Wiswede, D., Koranyi, N., Müller, F., Langner, O., & Rothermund, K. (2013). Validating the truth of propositions: Behavioral and ERP indicators of truth evaluation processes. Social Cognitive and Affective Neuroscience, 8, 647–653.
  • Wittenbrink, B., Judd, C. M., & Park, B. (2001). Spontaneous prejudice in context: Variability in automatically activated attitudes. Journal of Personality and Social Psychology, 81, 815–827.
  • Woud, M. L., Maas, J., Becker, E. S., & Rinck, M. (2013). Make the manikin move: Symbolic approach–avoidance responses affect implicit and explicit face evaluations. Journal of Cognitive Psychology, 25, 738–744.
  • Zajonc, R. B. (1968). Attitudinal effects of mere exposure. Journal of Personality and Social Psychology, 9(2, Pt. 2), 1–27.
  • Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35, 151–175.
  • Zajonc, R. B. (1984). On the primacy of affect. American Psychologist, 39, 117–123.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.