Attenuating social affective learning effects with Memory Suppression manipulations

Molet, Mikael; Kosinski, Thierry; Craddock, Paul; Gonzalo, Miguez; Mash, Lisa E.; Miller, Ralph R.

Type de document :

Article dans une revue scientifique

DOI :

10.1016/j.actpsy.2016.01.001

PMID :

26799984

URL permanente :

http://hdl.handle.net/20.500.12210/32187

Titre :

Attenuating social affective learning effects with Memory Suppression manipulations

Auteur(s) :

Molet, Mikael [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Kosinski, Thierry [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Craddock, Paul [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Gonzalo, Miguez [Auteur]
Universidad de Chile = University of Chile [Santiago] [UCHILE]
Mash, Lisa E. [Auteur]
325206|||Binghamton University [SUNY]
Miller, Ralph R. [Auteur]
Binghamton University [SUNY]

Titre de la revue :

Acta Psychologica

Numéro :

164

Pagination :

p. 136-143

Date de publication :

2016-02

Mot(s)-clé(s) :

Declarative memory
Evaluative learning
Impression formation
Memory suppression.

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

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 ...
Lire la suite >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.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille

Collections :

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Équipe(s) de recherche :

(D)REC

Date de dépôt :

2020-09-14T10:33:21Z
2023-04-27T08:39:50Z
2023-04-27T08:41:55Z

Historique des modifications

Numéro de version	Lien	Date de modification
3	20.500.12210/32187*	2023-04-27T08:41:13Z
2	20.500.12210/32187.2	2023-04-27T08:36:05Z
1	20.500.12210/32187.1	2020-09-14T10:33:21Z

*Version sélectionnée

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