In this paper, we introduce anaffective variant of the Simon paradigm. Three experiments are reported in which nouns and adjectives with a positive, negative, or neutral affective meaning were used as stimuli. Depending on the grammatical category of the presented word (i.e. noun or adjective), participants had to respond as fast as possible by saying a predetermined positive or negative word. In Experiments 1 and 2, the words POSITIVE and NEGATIVE were required as responses, in Experiment 3, FLOWER and CANCER (...) were used as response words. Despite the fact that participants were explicitly instructed to ignore the affective meaning of the presented words, reaction times were faster when the affective connotation of the presented word and the correct response was the same than when it differed. The results lendfurther support tothe hypothesis that stimulus valence can be processed automatically. We also argue that the affective Simon paradigm can be used as a flexible tool for the study of affective-processing and discuss how other variants of the Simon paradigm can be developed to stimulate research on other aspects of information-processing. (shrink)

We introduce the Relational Responding Task (RRT) as a tool for capturing beliefs at the implicit level. Flemish participants were asked to respond as if they believed that Flemish people are more intelligent than immigrants (e.g., respond “true” to the statement “Flemish people are wiser than immigrants”) or to respond as if they believed that immigrants are more intelligent than Flemish people (e.g., respond “true” to the statement “Flemish people are dumber than immigrants”). The difference in performance between these two (...) tasks correlated with ratings of the extent to which participants explicitly endorsed the belief that Flemish people are more intelligent than immigrants and with questionnaire measures of subtle and blatant racism. The current study provides a first step towards validating RRT effects as a viable measure of implicit beliefs. (shrink)

Evaluative learning refers to the change in the affective evaluation of a previously neutral stimulus that occurs after the stimulus has been associated with a second, positive or negative, affective stimulus . Four experiments are reported in which the AS was presented very briefly. Significant evaluative learning was observed in participants who did not notice the presentation of the affective stimuli or could not discriminate between the briefly presented positive and negative ASi when asked to do so . In two (...) other experiments , no significant learning effect was obtained. A meta-analysis performed on the present and previously reported results gave evidence for a small, though statistically reliable evaluative learning effect when ASi are presented “subliminally.” This finding supports the hypothesis that evaluative associations can be learned implicitly. (shrink)

Evaluative conditioning refers to the changes in liking of an evaluatively neutral stimulus (the conditional stimulus or CS) as a result of merely pairing it with another, already liked or disliked stimulus (the unconditional stimulus or US). We examined whether other, non‐evaluative stimulus properties of a US can also be associatively transferred to a CS. In a series of experiments, we tried to transfer perceptions of the gender of children and the gender of first names. We found evidence for the (...) associative transfer of these properties but only when participants were aware of the contingencies. (shrink)

Propositional representations are units of information with a relational content. Their relational nature allows for the six distinctive properties of language-of-thought representations. Putting relating at the core of language-of-thought also fits well with the idea that thinking and reasoning are instances of relational behavior. These propositional and behavioral perspectives can be combined within a functional-cognitive framework.

We applaud De Neys for drawing attention to the interaction between intuiting and deliberating without committing to single- or dual process models. It remains unclear, however, how he conceptualizes the distinction between intuiting and deliberating. We propose several levels at which the distinction can be made and discuss the merits of defining intuiting and deliberating as different types of behavior.

This article analyses the complex relationships between the elected parliament and the government.Firstly, effective political participation of the constituency in the election of its parliamentary representatives is limited because of the pre-selection of the candidates by the parties themselves. Secondly, the freedom of the parliament is restricted by the complex network of pressures and counterpressures between legislature and executive. Parliament has recently tried to regain some of its influence by organising special parliamentary inquiry committees and by resorting to professional help (...) for assistance in its legislative work. However, the growing professionalisation might become yet another restriction to the parliamentarians' freedom of political action. Thirdly, parliamentary legislative power is undermined by the subtile way governmental decision making ends in legislation.The mass media seem increasingly unable to translate this complexity to the public. As a result the public becomes more and more indifferent to the functioning of the system, which could endanger the genuine democratic influence of the people in the parliamentary system. (shrink)

Theory suggests that stimulus evaluations automatically evoke approach–avoidance behavior. However, the extent to which approach–avoidance behavior is triggered automatically is not yet clear. Furthermore, the nature of automatically triggered approach–avoidance behavior is controversial. We review research on two views on the type of approach–avoidance behavior that is triggered automatically (arm flexion/extension, distance change). Present evidence supports the distance-change view and corroborates the notion of an automatic pathway from evaluation to distance-change behavior. We discuss underlying mechanisms (direct stimulus–response links, outcome anticipations, (...) goals) as well as implications regarding the flexibility of the evaluation–behavior link. (shrink)

The professionalisation of care has resulted in ever increasing specialisation, use of technical innovations and informatisation. This has had consequences for the level and way of involvement of the care provider vis-à-vis the patient. The result has been growing alienation on the part of the patient and flight into non-classical medicine, as well as frustration on the part of medical personnel, likewise with respect to the reactions of patients.A solution is usually sought in more communication. This might be styled the (...) professional answer to alienation and frustration, whereby ‘the human factor’, it is hoped, can be better accounted for. Enhanced communication implies two elements: 1) to better cater for the feelings of patients by trained communicators, i.e. more openness, more client satisfaction; 2) to better take into account patient rights and to actually implement them.The question is whether measures in terms of communication, geared at enhancing client satisfaction and the implementation of patient rights, are the real answer to the above mentioned alienation and frustration. Perhaps the trouble has deeper reasons and requires taking other dimensions into account such as decency and human dignity, which cannot be captured simply in terms of satisfaction and rights.This would mean that the answer must be sought at a deeper level than communication. This level might be called ‘conversation’ . In the second part of the paper, the possible relationship between care and conversation will be briefly analysed. (shrink)

In her recent book, Liberty of Conscience: In Defence of America’s Tradition of Religious Equality the influential philosopher Martha Nussbaum defends the American way of separation between politics and religion, as against the European ways. According to her interpretation this separation implies not only the prevention of unacceptable interference in religious matters, but also the affirmation of the equal dignity of religious differences. Although this position seems to be very favourable to religion, it is based on presuppositions that are very (...) questionable. Religion is defined by Nussbaum in a very narrow way as the individual’s quest for meaning and truth. Also, the understanding of what is required politically with respect to equal dignity is found to be inadequate. Equally debatable is her idea that there can be a freestanding ethical core in politics completely divorced from religious or non-religious moral values as embedded in culture. Nussbaum’s liberal conception of religion and of its place in contemporary politics is perhaps compatible with the American view of the separation between politics and religion. Whether Europeans should change their politics according to this conception is another matter. (shrink)

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 (...) in memory retrieval and perception. We argue that this new conceptual framework allows many of the important recent advances in associative learning research to be retained, but recast in a model that provides a firmer foundation for both immediate application and future research. (shrink)

Standard dual-process models in the action domain postulate that stimulus-driven processes are responsible for suboptimal behavior because they take them to be rigid and automatic and therefore the default. We propose an alternative dual-process model in which goal-directed processes are the default instead. We then transfer the dual- process logic from the action domain to the emotion domain. This reveals that emotional behavior is often attributed to stimulus-driven processes. Our alternative model submits that goal-directed processes could be the primary determinant (...) of emotional behavior instead. We evaluate the type of empirical evidence required for validating our model and we consider implications of our model for behavior change, encouraging strategies focused on the expectancies and values of action outcomes. (shrink)

ABSTRACTAcross two studies participants completed a learning phase comprised of two types of trials: context pairing trials in which two words were identical or opposite to one another and evaluative conditioning trials in which a CS was paired with a US. Based on the idea that EC occurs because CS-US pairings function as a symbolic cue about the relation between the CS and the US, we hypothesised that the nature of context pairings might moderate EC effects. Results indicate that identity-based (...) context pairs led to typical assimilative explicit and implicit effects whereas opposition-based pairs led to attenuated effects. Implications and different accounts of our findings are discussed. (shrink)

The author describes the recent changes of rules and proceedings in the House of Representatives, later on in the Senate and finally in both the new «cultural Assemblees», concerning the existence, the functioning and the importance of parliamentary groups and their leaders.Assimilated to the status of Vice-presidents of their Assembly, the parliamentary leaders are in charge of many responsabilities and more attention is given to the parliamentary group as such rather than to the individual members. Seating the members in the (...) House, allocating to their «mandated» members speaking time in important debates, replacing members of their group in the specialized committees, preparing with the Speaker the public debates, taking full responsability for the material aid provided to their group and their members the many tasks of the parliamentary leaders in the organization of parliamentary work are increasing.Their political functions are much more important. Usually the parliamentary leader sits in the top policy making organs of his party, very often he has had governmental experience and, as a floor leader, intervenes in the important debates.Even if essential differences can be observed between political parties the leader in the Parliament plays an important role as the link between political parties and parliament. (shrink)

The Best Trick to Teach Critical Thinking. How philosophy of science and magic make young people resilient to nonsense. In a world of ‘alternative facts’ and fact-free opinions, all readily available through the internet, young people can easily fall prey to nonsense, thus running the risk to act on false information. Critical thinking is usually seen as a remedy against accepting and acting on such falsehoods. Under a pragmatist-naturalist interpretation of science, critical thinking is synonymous with scientific inquiry. Magic tricks (...) in the classroom seem to trigger, in an attractive and accessible way, the scientific process of inquiry in students. Two examples are discussed. Provisional results look promising enough to further explore the use of magic tricks in the classroom to train critical thinking in young people. (shrink)