The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
A Conceptual and Theoretical Analysis of Evaluative Conditioning
Open accessAbstract
Evaluative conditioning is best defined as an effect, that is, as a change in the valence of a stimulus that results from pairing the stimulus with another stimulus. This definition has several advantages that are made explicit in this paper. One of the advantages is that it clarifies that evaluative conditioning can be due to multiple processes. Therefore, the conditions under which evaluative conditioning is observed can depend on the processes that underlie a particular manifestation of evaluative conditioning. This could explain why there are so many conflicting results about the conditions under which evaluative conditioning can be found. Future research should adopt a meta-conditional approach that focuses not only on whether a certain condition is crucial for obtaining evaluative conditioning but should also examine when a certain condition is crucial.
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Cites
Reflective and Impulsive Determinants of Social Behavior
Strack, F., & Deutsch, R. (2004) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0803_1 · Cited by 3,984
Exposure and affect: Overview and meta-analysis of research, 1968–1987.
Bornstein, R. F. (1989) · Psychological Bulletin · doi:10.1037/0033-2909.106.2.265 · Cited by 1,970 · cited 1×
“For instance, research on the mere exposure effect has demonstrated that the repeated non-contingent presentations of a stimulus (i.e., repeatedly presenting the stimulus on its own) can change the liking of the stimulus (see Bornstein, 1989, for a review).”
BackgroundThe conditioning theory of fearacquisition: A critical examination
Rachman, S. (1977) · Behaviour Research and Therapy · doi:10.1016/0005-7967(77)90041-9 · Cited by 1,191 · cited 1×
“…higher-order conditioning), whether information about the CS-US relation is presented through experience, observation, or instruction2 (see Rachman, 1977), interactions between different contingencies (e.g., blocking), and whether the degree of contingency between the CS and US is…”
BackgroundDe Houwer, J., Thomas, S., & Baeyens, F. (2001) · Psychological Bulletin · doi:10.1037/0033-2909.127.6.853 · Cited by 1,181
Characteristics of dissociable human learning systems
Shanks, D. R., & St. John, M. F. (1994) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00035032 · Cited by 1,163
Walther, E., & Nagengast, B. (2006) · Journal of Experimental Psychology: Animal Behavior Processes · doi:10.1037/0097-7403.32.4.454 · Cited by 82
Cited by
Lonsdorf, T. B., Menz, M. M., Andreatta, M., Fullana, M. A., Golkar, A., Haaker, J., Heitland, I., Hermann, A., Kuhn, M., Kruse, O., et al. (2017) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2017.02.026 · Cited by 837
The Associative–Propositional Evaluation Model
Gawronski, B., & Bodenhausen, G. V. (2011) · Advances in Experimental Social Psychology · doi:10.1016/b978-0-12-385522-0.00002-0 · Cited by 426
De Houwer, J. (2009) · Learning & Behavior · doi:10.3758/lb.37.1.1 · Cited by 362
Self-citationWhy the Cognitive Approach in Psychology Would Profit From a Functional Approach and Vice Versa
Houwer, J. D. (2011) · Perspectives on Psychological Science · doi:10.1177/1745691611400238 · Cited by 230
Self-citationThe Role of Awareness in Attitude Formation Through Evaluative Conditioning
Sweldens, S., Corneille, O., & Yzerbyt, V. (2014) · Personality and Social Psychology Review · doi:10.1177/1088868314527832 · Cited by 130
Metadata
- Authors
- De Houwer, J.
- Venue
- The Spanish Journal of Psychology
- Publisher
- Cambridge University Press (CUP)
- Published
- 2007-11
- Volume
- 10
- Issue
- 2
- Pages
- 230-241
- ISSN
- 1138-7416 (ISSN-L)
- 1988-2904
- OpenAlex
- W2168745339
- Cited by
- 354
- References
- 6
- FWCI
- 36.13
- Type
- journal article
- Language
- en
- Open access
- green
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