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The impact of instruction- and experience-based evaluative learning on IAT performance: a Quad model perspective.

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Title: The impact of instruction- and experience-based evaluative learning on IAT performance: a Quad model perspective.
Authors: Smith, Colin Tucker (AUTHOR), Calanchini, Jimmy (AUTHOR), Hughes, Sean (AUTHOR), Van Dessel, Pieter (AUTHOR), De Houwer, Jan (AUTHOR)
Source: Cognition & Emotion. Feb2020, Vol. 34 Issue 1, p21-41. 21p. 2 Diagrams, 6 Charts, 3 Graphs.
Subjects: Experiential learning, Avoidance conditioning
Abstract: Learning procedures such as mere exposure, evaluative conditioning, and approach/avoidance training have been used to establish evaluative responses as measured by the Implicit Association Test (IAT). In this paper, we used the Quad model to disentangle the processes driving IAT responses instantiated by these evaluative learning procedures. Half of the participants experienced one of these three procedures whereas the other half only received instructions about how the procedure would work. Across three experiments (total n = 4231), we examined the extent to which instruction-based versus experience-based evaluative learning impacted Quad estimates of the Activation of evaluative information in IAT responses. Relative to a control condition, both instruction- and experience-based evaluative learning procedures influenced Activation. Moreover, and contrary to what prevailing models of implicit evaluations would predict, in no instance did experience-based procedures influence (positive or negative) Activation more strongly than instruction-based procedures. This was true for analyses which combined procedures and also when testing all three procedures individually. Implications for the processes that mediate evaluative learning effects and the conditions under which those processes operate are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Cognition & Emotion is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The impact of instruction- and experience-based evaluative learning on IAT performance: a Quad model perspective.
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Colin+Tucker%22">Smith, Colin Tucker</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Calanchini%2C+Jimmy%22">Calanchini, Jimmy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hughes%2C+Sean%22">Hughes, Sean</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Van+Dessel%2C+Pieter%22">Van Dessel, Pieter</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22De+Houwer%2C+Jan%22">De Houwer, Jan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cognition+%26+Emotion%22">Cognition & Emotion</searchLink>. Feb2020, Vol. 34 Issue 1, p21-41. 21p. 2 Diagrams, 6 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Avoidance+conditioning%22">Avoidance conditioning</searchLink>
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  Data: Learning procedures such as mere exposure, evaluative conditioning, and approach/avoidance training have been used to establish evaluative responses as measured by the Implicit Association Test (IAT). In this paper, we used the Quad model to disentangle the processes driving IAT responses instantiated by these evaluative learning procedures. Half of the participants experienced one of these three procedures whereas the other half only received instructions about how the procedure would work. Across three experiments (total n = 4231), we examined the extent to which instruction-based versus experience-based evaluative learning impacted Quad estimates of the Activation of evaluative information in IAT responses. Relative to a control condition, both instruction- and experience-based evaluative learning procedures influenced Activation. Moreover, and contrary to what prevailing models of implicit evaluations would predict, in no instance did experience-based procedures influence (positive or negative) Activation more strongly than instruction-based procedures. This was true for analyses which combined procedures and also when testing all three procedures individually. Implications for the processes that mediate evaluative learning effects and the conditions under which those processes operate are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognition & Emotion is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02699931.2019.1592118
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        Text: English
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        Type: general
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              Text: Feb2020
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