{"title":"联合态度学习:仔细观察证据及其与态度模型的关系。","authors":"Olivier Corneille, Christoph Stahl","doi":"10.1177/1088868318763261","DOIUrl":null,"url":null,"abstract":"<p><p>Associative attitude learning is typically viewed as a low-level process that automatically registers mere co-occurrences between stimuli, independent of their validity and relational meaning. This view invites to critically examine how attitude formation conforms to four operating conditions (i.e., unawareness, efficiency, goal independence, and uncontrollability) and two operating principles (i.e., unqualified registration of mere co-occurrences between stimuli and formation of direct stimulus-response links), which is the main purpose of the present contribution. The general discussion examines how contemporary attitude models endorse these conditions and principles. Overall, this contribution calls for (a) a nuanced understanding of the nature and scope of associative attitude learning, (b) a fine-grained understanding of how contemporary attitude models endorse conditions and principles reviewed here and find them relevant to their theorization of attitude formation, (c) a clarification of how direct and indirect evaluative measures relate to these conditions and principles, and (d) enhanced efforts in specifying contemporary attitude formation models.</p>","PeriodicalId":48386,"journal":{"name":"Personality and Social Psychology Review","volume":null,"pages":null},"PeriodicalIF":7.7000,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088868318763261","citationCount":"85","resultStr":"{\"title\":\"Associative Attitude Learning: A Closer Look at Evidence and How It Relates to Attitude Models.\",\"authors\":\"Olivier Corneille, Christoph Stahl\",\"doi\":\"10.1177/1088868318763261\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Associative attitude learning is typically viewed as a low-level process that automatically registers mere co-occurrences between stimuli, independent of their validity and relational meaning. This view invites to critically examine how attitude formation conforms to four operating conditions (i.e., unawareness, efficiency, goal independence, and uncontrollability) and two operating principles (i.e., unqualified registration of mere co-occurrences between stimuli and formation of direct stimulus-response links), which is the main purpose of the present contribution. The general discussion examines how contemporary attitude models endorse these conditions and principles. Overall, this contribution calls for (a) a nuanced understanding of the nature and scope of associative attitude learning, (b) a fine-grained understanding of how contemporary attitude models endorse conditions and principles reviewed here and find them relevant to their theorization of attitude formation, (c) a clarification of how direct and indirect evaluative measures relate to these conditions and principles, and (d) enhanced efforts in specifying contemporary attitude formation models.</p>\",\"PeriodicalId\":48386,\"journal\":{\"name\":\"Personality and Social Psychology Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":7.7000,\"publicationDate\":\"2019-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1088868318763261\",\"citationCount\":\"85\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Personality and Social Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/1088868318763261\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2018/3/24 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Personality and Social Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/1088868318763261","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2018/3/24 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
Associative Attitude Learning: A Closer Look at Evidence and How It Relates to Attitude Models.
Associative attitude learning is typically viewed as a low-level process that automatically registers mere co-occurrences between stimuli, independent of their validity and relational meaning. This view invites to critically examine how attitude formation conforms to four operating conditions (i.e., unawareness, efficiency, goal independence, and uncontrollability) and two operating principles (i.e., unqualified registration of mere co-occurrences between stimuli and formation of direct stimulus-response links), which is the main purpose of the present contribution. The general discussion examines how contemporary attitude models endorse these conditions and principles. Overall, this contribution calls for (a) a nuanced understanding of the nature and scope of associative attitude learning, (b) a fine-grained understanding of how contemporary attitude models endorse conditions and principles reviewed here and find them relevant to their theorization of attitude formation, (c) a clarification of how direct and indirect evaluative measures relate to these conditions and principles, and (d) enhanced efforts in specifying contemporary attitude formation models.
期刊介绍:
Title: Personality and Social Psychology Review (PSPR)
Journal Overview:
Official journal of SPSP, the Society for Personality and Social Psychology, Inc.
Premiere outlet for original theoretical papers and conceptual review articles in all areas of personality and social psychology
Features stimulating conceptual pieces identifying new research directions and comprehensive review papers providing integrative frameworks for existing theory and research programs
Topics Covered:
Attitudes and Social Cognition: Examines the inner workings of the human mind in understanding, evaluating, and responding to the social environment
Interpersonal and Group Processes: Explores patterns of interaction and interdependence characterizing everyday human functioning
Intergroup Relations: Investigates determinants of prejudice, conflict, cooperation, and harmonious relationships between social groups
Personality and Individual Differences: Focuses on causes, assessment, structures, and processes giving rise to human variation
Biological and Cultural Influences: Studies the biological and cultural mediation of social psychological and personality processes