Fulcher E P, Hammerl M
Department of Psychology, University College Worcester, Henwick Grove, Worcester, WR2 6AJ, United Kingdom.
Conscious Cogn. 2001 Dec;10(4):524-49. doi: 10.1006/ccog.2001.0525.
Three experiments are reported that address the issue of awareness in evaluative learning in two different sensory modalities: visual and haptic. Attempts were made to manipulate the degree of awareness through a reduction technique (by use of a distractor task in Experiments 1 and 2 and by subliminally presenting affective stimuli in Experiment 3) and an induction technique (by unveiling the evaluative learning effect and requiring participants to try to discount the influence of the affective stimuli). The results indicate overall that evaluative learning was successful in the awareness-reduction groups but not in the awareness-induction groups. Moreover, an effect in the opposite direction to that normally observed in evaluative learning emerged in participants aware of the stimulus contingencies. In addition, individual differences in psychological reactance were found to be implicated in the strength and direction of the effect. It is argued that these results pose serious problems for the contention that awareness is necessary for evaluative learning.
本文报告了三项实验，这些实验探讨了在两种不同感官模态（视觉和触觉）下评价性学习中的意识问题。研究人员尝试通过一种减少技术（在实验1和2中使用分心任务，在实验3中通过阈下呈现情感刺激）和一种诱导技术（通过揭示评价性学习效应并要求参与者尝试消除情感刺激的影响）来操纵意识程度。总体结果表明，评价性学习在意识减少组中取得了成功，但在意识诱导组中却没有。此外，在意识到刺激偶然性的参与者中，出现了与评价性学习中通常观察到的效应相反的效果。另外，研究发现心理抗拒的个体差异与该效应的强度和方向有关。有人认为，这些结果对“意识是评价性学习所必需的”这一论点提出了严重质疑。
