Effects of self-instructed stimulus-affect plans on indirectly measured and self-reported evaluative responses
Bibliographic Data
| ID | 21283293 |
|---|---|
| Authors | Torsten Martiny-Huenger (0000-0003-3855-2890, Centre for Arctic Gas Hydrate, Environment and Climate, corresponding author), Jenny Roth (0000-0001-8047-5740, University of Limerick, corresponding author) |
| Year | 2022 |
| Volume | 223 |
| Pages | 103485 |
| Publication date | 2022-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2021.103485 |
| PMID | 34999353 |
| OpenAlex | W4205716783 |
| Language | EN |
| References cited | 45 |
Repeatedly experiencing a specific stimulus-affect contingency influences subsequent evaluative responses towards the respective stimulus (e.g., evaluative conditioning). In the present research, we provide further evidence that verbally processed stimulus-affect contingencies in the form of if-then plans have comparable evaluative consequences. We present three studies (N = 323) in which participants verbally linked cupcakes to either a positive ("delicious") or a negative ("disgusting") affective response while being instructed with the same health-related goal. We tested the evaluative consequences of processing these verbal stimulus-affect plans in a valence-based response-compatibility paradigm (Implicit Association Test, IAT) and self-reported liking ratings. We failed to observe the predicted effect in the first study and updated the methodology for the following two studies. With the updated procedure (two studies, N = 239), we found the hypothesized effect that processing a verbal stimulus-affect plan influences subsequent responses in the IAT and self-reported ratings in an evaluatively congruent direction. We discuss these results in relation to similar effects following directly experienced stimulus-affect contingencies and instructed evaluative conditioning. Furthermore, our present research highlights the potential to use verbal self-instruction in a stimulus-affect format to self-regulate one's evaluative responses towards specific stimuli (e.g., unhealthy snacks)
Affect (linguistics) · Cognitive psychology · Contingency · Developmental psychology · Stimulus (psychology) · Valence (chemistry) · Behavioral and Psychological Studies · Behavioral Health and Interventions · Communication · Psychology · Social and Intergroup Psychology · Social Psychology
Emerging Trends in the Social and Behavioral Sciences
Faking the IAT
Dimensional overlap
Psychology of Habit
Implementation Intentions and Goal Achievement
A Meta-Analysis on the Correlation Between the Implicit Association Test and Explicit Self-Report Measures
Embodied Language
Classical conditioning of human ‘evaluative’ responses
Perceptual symbol systems
Implicit Attitude Formation Through Classical Conditioning
Unresolved problems with the “I”, the “A”, and the “T”
Reliability and validity of the Single‐Target IAT (ST‐IAT)
Cooling the heat of temptation
Emotional transfer in goal systems
Implementation intentions
Understanding and using the Implicit Association Test
Understanding and using the Implicit Association Test
Measuring individual differences in implicit cognition
A meta-analysis of procedures to change implicit measures
Easier done than undone
Can Evaluative Conditioning Change Attitudes toward Mature Brands? New Evidence from the Implicit Association Test
| Highly cited | No |
|---|