Instruction-Based Approach-Avoidance Effects: Changing Stimulus Evaluation via the Mere Instruction to Approach or...

Area of Science:

• Social Psychology
• Cognitive Psychology
• Attitude Formation

Background:

• Repeated approach or avoidance behaviors influence stimulus liking.
• Previous research focused on direct action, not instructed contingencies.

Purpose of the Study:

• To examine if instructed approach-avoidance influences stimulus evaluation.
• To compare effects on novel versus known social groups.
• To assess implicit and explicit attitude changes.

Main Methods:

• Participants received instructions to approach/avoid fictitious and real social groups.
• Evaluations measured using Implicit Association Test (IAT) and evaluative priming.
• Explicit valence ratings were also collected.

Main Results:

• Instruction-based approach-avoidance significantly altered evaluations of novel groups (Niffites, Luupites).
• No significant effects were found for well-known social groups (Blacks, Whites).
• Both implicit and explicit measures showed these instruction-based effects.

Conclusions:

• Instructions alone can form implicit and explicit attitudes towards novel stimuli.
• Instruction-based effects may be limited for stimuli with pre-existing strong valences.
• Findings highlight the role of cognitive learning in attitude formation.