David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Consciousness and Cognition 10 (4):567-573 (2001)
We argue that the effects of evaluative learning may occur (a) without conscious perception of the affective stimuli, (b) without awareness of the stimulus contingencies, and (c) without any awareness that learning has occurred at all. Whether the three experiments reported in our target article provide conclusive evidence for either or any of these assertions is discussed in the commentaries of De Houwer and Field. We respond with the argument that when considered alongside other studies carried out over the past few decades, our experiments provide compelling evidence for a theory that posits a dissociation between evaluative learning and contingency awareness.
|Keywords||*Conditioning *Distraction *Emotional Content *Learning *Stimulus Parameters Awareness Subliminal Perception Tactual Perception Visual Perception|
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References found in this work BETA
Philip M. Merikle & Daniel Smilek (2001). Perception Without Awareness: Perspectives From Cognitive Psychology. Cognition 79 (1):115-34.
Larry L. Jacoby (1991). A Process Dissociation Framework: Separating Automatic From Intentional Uses of Memory. Journal of Memory and Language 30:513-41.
J. S. Morris, A. Ohman & Raymond J. Dolan (1998). Conscious and Unconscious Emotional Learning in the Human Amygdala. Nature 393:467-470.
Jan De Houwer (forthcoming). Associative Learning of Likes and Dislikes.[A Special Issue of the Journal Cognition and Emotion]. Cognition and Emotion.
Frank Baeyens, Paul Eelen & Omer van den Bergh (1990). Contingency Awareness in Evaluative Conditioning: A Case for Unaware Affective-Evaluative Learning. Cognition and Emotion 4 (1):3-18.
Citations of this work BETA
Eamon P. Fulcher & Marianne Hammerl (2005). Reactance in Affective‐Evaluative Learning: Outside of Conscious Control? Cognition and Emotion 19 (2):197-216.
J. M. Brunstrom (2004). Does Dietary Learning Occur Outside Awareness? Consciousness and Cognition 13 (3):453-470.
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