Attenuating social affective learning effects with Memory Suppression manipulations
| Autor: | Thierry Kosinski, Gonzalo Miguez, Mikaël Molet, Ralph R. Miller, Paul Craddock, Lisa E. Mash |
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| Přispěvatelé: | Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 (PSITEC), Université de Lille, Universidad de Chile = University of Chile [Santiago] (UCHILE), Binghamton University [SUNY], State University of New York (SUNY) |
| Rok vydání: | 2016 |
| Předmět: |
Male
Adolescent Affective learning Impression formation Experimental and Cognitive Psychology 050105 experimental psychology Developmental psychology Thinking [SCCO]Cognitive science Young Adult 03 medical and health sciences 0302 clinical medicine Arts and Humanities (miscellaneous) Memory Distraction Declarative memory Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Social Behavior Self report Forgetting 05 social sciences Follow up studies Association Learning Evaluative learning General Medicine Attitude Prosocial behavior Female Self Report Psychology 030217 neurology & neurosurgery Memory suppression Follow-Up Studies Cognitive psychology |
| Zdroj: | Acta Psychologica Acta Psychologica, 2016, Acta Psychologica, 164, p. 136-143. ⟨10.1016/j.actpsy.2016.01.001⟩ |
| ISSN: | 0001-6918 |
| Popis: | International audience; People can form opinions of other individuals based on information about their good or bad behavior. The present study investigated whether this affective learning might depend on memory links formed between initially neutral people and valenced information. First, participants viewed neutral faces paired with sentences describing prosocial or antisocial behaviors. Second, memory suppression manipulations with the potential to aid in the forgetting of valenced information were administered. Using the Think/No think paradigm, the effectiveness of four different suppression instructions was compared: Unguided Suppression, Guided Suppression, Distraction, and Thought Substitution. Overall, all the tasks appreciably reduced affective learning based on prosocial information, but only the Guided Suppression and Thought Substitution tasks reduced affective learning based on antisocial information. These results suggest that weakening the putative memory link between initially neutral people and valenced information can decrease the effect of learned associations on the evaluation of other people. We interpreted this as indicative that social affective learning may rely on declarative memories. |
| Databáze: | OpenAIRE |
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