Abstract

Charles E. Osgood's theory of affective meaning defines affect as interplay of three meaning dimensions – evaluation, potency, and activity – that represent the central constituents of our affective ecology. Based on a rigorous Brunswikian sampling procedure, we selected a representative set of stimuli that mirror this ecology. A germane informative analysis explicates and corroborates the sampling approach. We then report two experiments testing whether these dimensions of affective meaning can be learnt by means of stimulus pairing and stimulus exposure. Our findings yield evidence for (1) stimulus pairing effects on evaluation and activity, and (2) stimulus exposure effects on potency and activity. Overall, the findings reveal that stimulus pairing and stimulus exposure differentially influence the learning of dimensions of affective meaning. We discuss implications of this research for current emotion theories as well as its contribution to research in the cognition–emotion interface. Finally, we argue that the implementation of representative design by virtue of Brunswikian sampling promotes theory development and opens new research avenues for an original and creative science of cognition and emotion.