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  1.  17
    Fear expression and return of fear following threat instruction with or without direct contingency experience.Gaëtan Mertens, Manuel Kuhn, An K. Raes, Raffael Kalisch, Jan De Houwer & Tina B. Lonsdorf - 2016 - Cognition and Emotion 30 (5).
  2.  19
    How to bring the news … peak-end effects in children’s affective responses to peer assessments of their social behavior.Vincent Hoogerheide, Marleen Vink, Bridgid Finn, An K. Raes & Fred Paas - 2017 - Cognition and Emotion 32 (5):1114-1121.
    ABSTRACTThe retrospective evaluation of an event tends to be based on how the experience felt during the most intense moment and the last moment. Two experiments tested whether this so-called peak-end effect influences how primary school students are affected by peer assessments. In both experiments, children assessed two classmates on their behaviour in school and then received two manipulated assessments. In Experiment 1, one assessment consisted of four negative ratings and the other of four negative ratings with an extra moderately (...)
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  3.  53
    Interoceptive awareness and unaware fear conditioning: Are subliminal conditioning effects influenced by the manipulation of visceral self-perception?An K. Raes & Rudi De Raedt - 2011 - Consciousness and Cognition 20 (4):1393-1402.
    Research has shown repeatedly that attention influences implicit learning effects. In a similar vein, interoceptive awareness might be involved in unaware fear conditioning: The fact that the CS is repeatedly presented in the context of aversive bodily experiences might facilitate the development of conditioned responding. We investigated the role of interoceptive attention in a subliminal conditioning paradigm. Conditioning was embedded in a spatial cueing task with subliminally presented cues that were followed by a masking stimulus. Response times to the targets (...)
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