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  1. Principles of Behavior. An Introduction to Behavior Theory.E. N. - 1943 - Journal of Philosophy 40 (20):558-559.
  • Associative and Propositional Processes in Evaluation: An Integrative Review of Implicit and Explicit Attitude Change.Bertram Gawronski & Galen V. Bodenhausen - 2006 - Psychological Bulletin 132 (5):692-731.
    A central theme in recent research on attitudes is the distinction between deliberate, "explicit" attitudes and automatic, "implicit" attitudes. The present article provides an integrative review of the available evidence on implicit and explicit attitude change that is guided by a distinction between associative and propositional processes. Whereas associative processes are characterized by mere activation independent of subjective truth or falsity, propositional reasoning is concerned with the validation of evaluations and beliefs. The proposed associative-propositional evaluation model makes specific assumptions about (...)
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  • The Propositional Nature of Human Associative Learning.Chris J. Mitchell, Jan De Houwer & Peter F. Lovibond - 2009 - Behavioral and Brain Sciences 32 (2):183-198.
    The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...)
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  • Core Affect and the Psychological Construction of Emotion.James A. Russell - 2003 - Psychological Review 110 (1):145-172.
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  • When All is Revealed: A Dissociation Between Evaluative Learning and Contingency Awareness.Eamon P. Fulcher & Marianne Hammerl - 2001 - Consciousness and Cognition 10 (4):524-549.
    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 1 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 (...)
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  • Implicit Memory: Retention Without Remembering.Henry L. Roediger - 1990 - American Psychologist 45:1043-1056.
    Explicit measures of human memory, such as recall or recognition, reflect conscious recollection of the past. Implicit tests of retention measure transfer (or priming) from past experience on tasks that do not require conscious recollection of recent experiences for their performance. The article reviews research on the relation between explicit and implicit memory. The evidence points to substantial differences between standard explicit and implicit tests, because many variables create dissociations between these tests. For example, although pictures are remembered better than (...)
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  • The Measurement of Meaning.Charles Egerton Osgood - 1957 - London: Urbana, University of Illinois Press.
    THE LOGIC OF SEMANTIC DIFFERENTIATION Apart from the studies to be reported here, there have been few, if any, systematic attempts to subject meaning to..
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  • Dissociating Contingency Awareness and Conditioned Attitudes: Evidence of Contingency-Unaware Evaluative Conditioning.Mandy Hütter, Steven Sweldens, Christoph Stahl, Christian Unkelbach & Karl Christoph Klauer - 2012 - Journal of Experimental Psychology: General 141 (3):539-557.
  • Changing Likes and Dislikes Through the Back Door: The US-Revaluation Effect.Eva Walther, Bertram Gawronski, Hartmut Blank & Tina Langer - 2009 - Cognition and Emotion 23 (5):889-917.
  • Contingency Awareness in Evaluative Conditioning: A Case for Unaware Affective-Evaluative Learning.Frank Baeyens, Paul Eelen & Omer van den Bergh - 1990 - Cognition and Emotion 4 (1):3-18.
  • Beyond Evaluative Conditioning? Searching for Associative Transfer of Nonevaluative Stimulus Properties.Jan De Houwer, Frank Baeyens, Tom Randell, Paul Eelen & Tom Meersmans - 2005 - Cognition and Emotion 19 (2):283-306.
  • Dissociating the Effects of Attention and Contingency Awareness on Evaluative Conditioning Effects in the Visual Paradigm.Andy P. Field & Annette C. Moore - 2005 - Cognition and Emotion 19 (2):217-243.
  • Evaluative Conditioning in Social Psychology: Facts and Speculations.Eva Walther, Benjamin Nagengast & Claudia Trasselli - 2005 - Cognition and Emotion 19 (2):175-196.
  • Evaluative Conditioning with Foods as CSs and Body Shapes as USs: No Evidence for Sex Differences, Extinction, or Overshadowing.Dominic M. Dwyer, Frances Jarratt & Kristie Dick - 2007 - Cognition and Emotion 21 (2):281-299.