56 found
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  1.  91
    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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  2.  28
    The Power of Goal-Directed Processes in the Causation of Emotional and Other Actions.Agnes Moors, Yannick Boddez & Jan De Houwer - 2017 - Emotion Review 9 (4):310-318.
    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 (...)
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  3.  36
    Do emotional stimuli interfere with response inhibition? Evidence from the stop signal paradigm.Frederick Verbruggen & Jan De Houwer - 2007 - Cognition and Emotion 21 (2):391-403.
  4.  41
    An Affective Variant of the Simon Paradigm.Jan De Houwer & Paul Eelen - 1998 - Cognition and Emotion 12 (1):45-62.
    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 (...)
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  5.  23
    A time course analysis of the affective priming effect.Dirk Hermans, Jan De Houwer & Paul Eelen - 2001 - Cognition and Emotion 15 (2):143-165.
  6.  18
    Unconscious semantic activation depends on feature-specific attention allocation.Adriaan Spruyt, Jan De Houwer, Tom Everaert & Dirk Hermans - 2012 - Cognition 122 (1):91-95.
  7.  19
    On the generality of the affective Simon effect.Jan De Houwer, Geert Crombez, Frank Baeyens & Dirk Hermans - 2001 - Cognition and Emotion 15 (2):189-206.
  8.  36
    On the Nature of Automatically Triggered Approach–Avoidance Behavior.Regina Krieglmeyer, Jan De Houwer & Roland Deutsch - 2013 - Emotion Review 5 (3):280-284.
    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, (...)
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  9.  22
    On the malleability of automatic attentional biases: Effects of feature-specific attention allocation.Tom Everaert, Adriaan Spruyt & Jan De Houwer - 2013 - Cognition and Emotion 27 (3):385-400.
  10. A structural analysis of indirect measures of attitudes.Jan De Houwer, J. Musch & K. C. Klauer - 2003 - In Jochen Musch & Karl C. Klauer (eds.), The Psychology of Evaluation: Affective Processes in Cognition and Emotion. Lawerence Erlbaum.
  11.  13
    On the role of goal relevance in emotional attention: Disgust evokes early attention to cleanliness.Julia Vogt, Ljubica Lozo, Ernst Hw Koster & Jan De Houwer - 2011 - Cognition and Emotion 25 (3):466-477.
  12.  33
    What are implicit measures and why are we using them.Jan De Houwer - 2006 - In Reinout W. Wiers & Alan W. Stacy (eds.), Handbook of Implicit Cognition and Addiction. Sage Publications.
  13.  7
    Automatic appraisal of motivational valence: Motivational affective priming and Simon effects.Agnes Moors & Jan De Houwer - 2001 - Cognition and Emotion 15 (6):749-766.
    We investigated whether motivationally determined stimulus valence can be processed in an automatic way, as is assumed in many appraisal theories (e.g., Frijda, 1986, 1993; Lazarus, 1991; Scherer, 1993a). Whereas appraisal theorists typically use conscious self-report methods to investigate their assumptions, our experiments used indirect experimental methods that leave less room for deliberate, conscious reflections of the participants. Using variants of the affective priming and Simon paradigms, we demonstrated that intrinsically neutral, but wanted stimuli facilitated responses with a positive valence, (...)
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  14.  26
    Associative learning of likes and dislikes: Some current controversies and possible ways forward.Frank Baeyens, Andy P. Field & Jan De Houwer - 2005 - Cognition and Emotion 19 (2):161-174.
    Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this issue (...)
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  15.  5
    Unreliable Yet Still Replicable: A Comment on LeBel and Paunonen.Maarten De Schryver, Sean Hughes, Yves Rosseel & Jan De Houwer - 2015 - Frontiers in Psychology 6.
  16.  4
    On How Definitions of Habits Can Complicate Habit Research.Jan De Houwer - 2019 - Frontiers in Psychology 10.
  17.  12
    The contextual malleability of approach-avoidance training effects: approaching or avoiding fear conditioned stimuli modulates effects of approach-avoidance training.Gaëtan Mertens, Pieter Van Dessel & Jan De Houwer - 2017 - Cognition and Emotion 32 (2):341-349.
    Previous research showed that the repeated approaching of one stimulus and avoiding of another stimulus typically leads to more positive evaluations of the former stimuli. In the current study, we examined whether approach and avoidance training effects on evaluations of neutral stimuli can be modulated by introducing a regularity between the approach-avoidance actions and a positive or negative stimulus. In an AAT task, participants repeatedly approached one neutral non-word and avoided another neutral non-word. Half of the participants also approached a (...)
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  18.  8
    The relational responding task: toward a new implicit measure of beliefs.Jan De Houwer, Niclas Heider, Adriaan Spruyt, Arne Roets & Sean Hughes - 2015 - Frontiers in Psychology 6:132367.
    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 (...)
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  19.  22
    Evaluative Learning with “Subliminally” Presented Stimuli.Jan de Houwer, Hilde Hendrickx & Frank Baeyens - 1997 - Consciousness and Cognition 6 (1):87-107.
    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 (...)
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  20.  18
    Automatic stimulus‐goal comparisons: Support from motivational affective priming studies.Agnes Moors, Jan De Houwer & Paul Eelen - 2004 - Cognition and Emotion 18 (1):29-54.
  21.  3
    Corrigendum: Environmentally Sustainable Food Consumption: A Review and Research Agenda From a Goal-Directed Perspective.Iris Vermeir, Bert Weijters, Jan De Houwer, Maggie Geuens, Hendrik Slabbinck, Adriaan Spruyt, Anneleen Van Kerckhove, Wendy Van Lippevelde, Hans De Steur & Wim Verbeke - 2020 - Frontiers in Psychology 11.
  22.  5
    Environmentally Sustainable Food Consumption: A Review and Research Agenda From a Goal-Directed Perspective.Iris Vermeir, Bert Weijters, Jan De Houwer, Maggie Geuens, Hendrik Slabbinck, Adriaan Spruyt, Anneleen Van Kerckhove, Wendy Van Lippevelde, Hans De Steur & Wim Verbeke - 2020 - Frontiers in Psychology 11.
    The challenge of convincing people to change their eating habits towards more environmentally sustainable food consumption (ESFC) patterns is becoming increasingly pressing. Food preferences, choices and eating habits are notoriously hard to change as they are a central aspect of people’s lifestyles and their socio-cultural environment. Many people already hold positive attitudes towards sustainable food, but the notable gap between favorable attitudes and actual purchase and consumption of more sustainable food products remains to be bridged. The current work aims to (...)
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  23.  6
    Signals for threat modulate attentional capture and holding: Fear-conditioning and extinction during the exogenous cueing task.Ernst Koster, Geert Crombez, Stefaan Van Damme, Bruno Verschuere & Jan De Houwer - 2005 - Cognition and Emotion 19 (5):771-780.
  24.  10
    Failures to induce implicit evaluations by means of approach–avoid training.Katrien Vandenbosch & Jan De Houwer - 2011 - Cognition and Emotion 25 (7):1311-1330.
  25.  24
    Is evaluative conditioning really resistant to extinction? Evidence for changes in evaluative judgements without changes in evaluative representations.Bertram Gawronski, Anne Gast & Jan De Houwer - 2015 - Cognition and Emotion 29 (5):816-830.
  26.  17
    Hooked on a feeling: affective anti-smoking messages are more effective than cognitive messages at changing implicit evaluations of smoking.Colin Tucker Smith & Jan De Houwer - 2015 - Frontiers in Psychology 6.
  27. What is automaticity? An analysis of its component features and their interrelations.Agnes Moors & Jan De Houwer - 2007 - In Bargh, John A. (2007). Social Psychology and the Unconscious: The Automaticity of Higher Mental Processes. Frontiers of Social Psychology. (Pp. 11-50). New York, Ny, Us: Psychology Press. X, 341 Pp.
    Many views define the concept of automaticity in terms of a number of features, but they differ with regard to the features they put most emphasis on, as well as with regard to the coherence they assume among the features. One contemporary account is the gradual and decompositional view, which proposes to investigate each automaticity feature separately and determine the degree to which it is present. In this chapter, we engage in a detailed analysis of the most important features in (...)
     
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  28.  18
    Do smokers have a negative implicit attitude toward smoking?Jan De Houwer, Roel Custers & Armand De Clercq - 2006 - Cognition and Emotion 20 (8):1274-1284.
  29.  13
    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).
  30.  16
    Self-esteem revisited: Performance on the implicit relational assessment procedure as a measure of self- versus ideal self-related cognitions in dysphoria.Jonathan Remue, Jan De Houwer, Dermot Barnes-Holmes, Marie-Anne Vanderhasselt & Rudi De Raedt - 2013 - Cognition and Emotion 27 (8):1441-1449.
  31.  12
    Suppressing the truth as a mechanism of deception: Delta plots reveal the role of response inhibition in lying.Evelyne Debey, Richard K. Ridderinkhof, Jan De Houwer, Maarten De Schryver & Bruno Verschuere - 2015 - Consciousness and Cognition 37:148-159.
  32.  13
    Toward a cumulative science of emotion: a functional-cognitive framework for emotion research.Jan De Houwer & Sean Hughes - 2018 - Cognition and Emotion 33 (1):61-66.
  33.  19
    Lying relies on the truth.Evelyne Debey, Jan De Houwer & Bruno Verschuere - 2014 - Cognition 132 (3):324-334.
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  34.  16
    Cognition and Emotion, Volume 24, 2010, List of Contents.Dirk Hermans, Jan De Houwer, Jenny Yiend, Nilly Mor, Leah D. Doane, Emma K. Adam, Susan Mineka, Richard E. Zinbarg, James W. Griffith & Michelle G. Craske - 2010 - Cognition and Emotion 24 (8).
  35. Using the implicit association test does not rule out an impact of conscious propositional knowledge on evaluative conditioning.Jan de Houwer - 2006 - Learning and Motivation 37 (2):176-187.
  36.  22
    Awareness inflated, evaluative conditioning underestimated.Frank Baeyens, Jan De Houwer & Paul Eelen - 1994 - Behavioral and Brain Sciences 17 (3):396-397.
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  37.  26
    Contingency awareness and evaluative conditioning: When will it be enough?Jan De Houwer - 2001 - Consciousness and Cognition 10 (4):550-558.
  38.  18
    Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm.James R. Schmidt & Jan De Houwer - 2012 - Consciousness and Cognition 21 (4):1754-1768.
    In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour . In Experiment 1, half of the participants were told the word-colour contingencies in advance and half were not . The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be (...)
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  39.  16
    The impact of instruction- and experience-based evaluative learning on IAT performance: a Quad model perspective.Colin Tucker Smith, Jimmy Calanchini, Sean Hughes, Pieter Van Dessel & Jan De Houwer - 2020 - Cognition and Emotion 34 (1):21-41.
    ABSTRACTLearning procedures such as mere exposure, evaluative conditioning, and approach/avoidance training have been used to establish evaluative responses as measured by the Implicit Association...
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  40.  5
    How to Modify Evaluations of Fear-Related Stimuli: Effects of Feature-Specific Attention Allocation.Jolien Vanaelst, Adriaan Spruyt & Jan De Houwer - 2016 - Frontiers in Psychology 7.
  41.  13
    The impact of valenced verbal information on implicit and explicit evaluation: the role of information diagnosticity, primacy, and memory cueing.Pieter Van Dessel, Jeremy Cone, Anne Gast & Jan De Houwer - 2020 - Cognition and Emotion 34 (1):74-85.
    ABSTRACTPrevious research has shown that the presentation of valenced information about a target stimulus sometimes has different effects on implicit and explicit stimulus evaluations. Importantly,...
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  42.  19
    Implicit beliefs about ideal body image predict body image dissatisfaction.Niclas Heider, Adriaan Spruyt & Jan De Houwer - 2015 - Frontiers in Psychology 6.
  43.  27
    Evaluative conditioning effects are modulated by the nature of contextual pairings.Sean Hughes, Yang Ye & Jan De Houwer - 2018 - Cognition and Emotion 33 (5):871-884.
    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 (...)
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  44.  55
    Is the emotional modulation of the attentional blink driven by response bias?Helen Tibboel, Bram Van Bockstaele & Jan De Houwer - 2011 - Cognition and Emotion 25 (7):1176-1183.
  45. RANDELL, Tom (2004): Robust affective priming effects in a conditional pronunciation task: Evidence for the semanticrepresentation of evaluative information.Jan de Houwer - 2004 - Cognition and Emotion 18 (2).
  46.  13
    Contingency learning and unlearning in the blink of an eye: A resource dependent process.James Schmidt, Jan de Houwer & Derek Besner - 2010 - Consciousness and Cognition 19 (1):235-250.
    Recent studies show that when words are correlated with the colours they are printed in, colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour. The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, and Besner ruled (...)
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  47.  10
    Extinction of likes and dislikes: effects of feature-specific attention allocation.Jolien Vanaelst, Adriaan Spruyt, Tom Everaert & Jan De Houwer - 2017 - Cognition and Emotion 31 (8):1595-1609.
    The evaluative conditioning effect refers to the change in the liking of a neutral stimulus due to its pairing with another stimulus. We examined whether the extinction rate of the EC effect is moderated by feature-specific attention allocation. In two experiments, CSs were abstract Gabor patches varying along two orthogonal, perceptual dimensions. During the acquisition phase, one of these dimensions was predictive of the valence of the USs. During the extinction phase, CSs were presented alone and participants were asked to (...)
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  48.  8
    What is intuiting and deliberating? A functional–cognitive perspective.Jan De Houwer, Yannick Boddez & Pieter Van Dessel - 2023 - Behavioral and Brain Sciences 46:e117.
    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.
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  49.  12
    Learned helplessness and its relevance for psychological suffering: a new perspective illustrated with attachment problems, burn-out, and fatigue complaints.Yannick Boddez, Pieter Van Dessel & Jan De Houwer - 2022 - Cognition and Emotion 36 (6):1027-1036.
    We develop a new perspective on various forms of psychological suffering – including attachment issues, burn-out, and fatigue complaints – by drawing on the construct of learned helplessness. We conceptualise learned helplessness in operant terms as the behavioural effects of a lack of reinforcement and in goal-directed terms as the dysregulation of goal-directed behaviour. Our central claim is that if one fails to reach a goal (e.g. the goal to secure a job), then not only this goal but also other (...)
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  50.  12
    Automatic affective processing.Jan De Houwer & Dirk Hermans - 2001 - Cognition and Emotion 15 (2):113-114.
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