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Automatic processes in evaluative learning.

Mandy Hütter¹, Klaus Rothermund²

¹Fachbereich Psychologie, Eberhard Karls Universität Tübingen, Tübingen, Germany.

Cognition & Emotion

|January 23, 2020

Summary

This research explores automaticity in evaluative learning, distinguishing acquisition and application processes. It clarifies automaticity

Keywords:

Evaluative learning automaticity dual-process theories evaluative conditioning review

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Area of Science:

Psychology
Cognitive Science
Social Psychology

Background:

Examines recent advances in theorizing and empirical research on the automaticity of evaluative learning.
Introduces a taxonomy distinguishing evaluative learning processes into acquisition (experience to representation) and activation/application (representation to bias).

Discussion:

Automaticity is defined by operating conditions (unawareness, unintentionality, uncontrollability, efficiency), not principles, allowing for variation within processes.
Reviews contemporary theories and methodologies for studying automatic processes in evaluative learning within a defined framework.

Key Insights:

Evaluative changes can occur automatically, influenced by specific operating conditions.
The framework provides a structured approach to understanding the nuances of automaticity in evaluative learning.

Outlook:

Highlights contributions of recent studies to the question of when and how evaluative changes occur automatically.
Suggests future research directions for a deeper understanding of automatic evaluative learning processes.