Why Do We Like the iPhone? The Role of Evaluative Conditioning in Attitude Formation

Evaluative conditioning (EC) is the change in liking due to the paring of an affectively meaningful and a neutral stimulus. Starting with the exemplary question of why we like the iPhone, this article provides an overview of past and present research and gives an outlook to future research on this topic. We outline four different theoretical EC accounts and discuss how each account is consistent with current empirical evidence.     

Gender Differences in Experimental Disclosure: Evidence, Theoretical Explanations, and Avenues for Future Research

Interest in emotional expression is long-standing. Given well-established gender differences in expressivity, it is surprising that researchers have not consistently examined gender as a potential moderator of outcome in the context of experimental disclosure studies. This article comments on Range and Jenkins’ (2010) research recommendations in light of the suggestion that males evidence greater benefit of disclosure than females and three gender theories: gender schema theory, social role theory, and gender socialization theory. Further avenues for research are also presented, including the examination of gender differences in subjective, expressive and physiologic indicators of emotion during disclosure. Such data could elucidate mechanisms by which persons of different genders or persons with different schemata/ social roles/ socialization histories differ on pre/ post disclosure outcomes.     

Depth discrimination from shading under diffuse lighting

The human visual system has a remarkable ability to interpret smooth patterns of light on a surface in terms of 3-D surface geometry. Classical studies of shape-from-shading perception have assumed that surface irradiance varies with the angle between the local surface normal and a collimated light source. This model holds, for example, on a sunny day. One common situation in which this model fails to hold, however, is under diffuse lighting such as on a cloudy day. Here we report on the first psychophysical experiments that address shape-from-shading under a uniform diffuse-lighting condition. Our hypothesis was that shape perception can be explained with a perceptual model that "dark means deep". We tested this hypothesis by comparing performance in a depth-discrimination task to performance in a brightness-discrimination task, using identical stimuli. We found a significant correlation between responses in the two tasks, supporting a dark-means-deep model. However, overall performance in the depth-discrimination task was superior to that predicted by a dark-means-deep model. This implies that humans use a more accurate model than dark-means-deep to perceive shape-from-shading under diffuse lighting.     

Spontaneous classification in action by a human-enculturated and language-reared bonobo (Pan paniscus) and common chimpanzees (Pan troglodytes).

The authors investigated the formal features of spontaneous manipulations used by 1 bonobo (Pan paniscus) and 2 common chimpanzees (Pan troglodytes) to classify objects in action. Chimpanzees' manipulations were evenly split between serial, one-at-a-time acts on 1 object and parallel, two-at-a-time acts on 2 or 3 objects. Chimpanzees systematically combined their manipulations into routines to generate class-consistent categories of objects. Their routines featured much reproduction of the same manipulations, planful acts that anticipated follow-up manipulations, and manipulations that were reciprocal to each other to accomplish an end. In all these respects, chimpanzees' manipulations were similar to those of 2-year-old human infants. In others they differed. Chimpanzees' routines were mainly based on a linear integration of manipulations. Classifying in action was only infrequently produced by hierarchically integrated routines.     

Spontaneous logicomathematical constructions by chimpanzees (Pan troglodytes, P. paniscus)

Two experiments investigated the spontaneous construction of precursory logicomathematical operations by human-enculturated and language-reared chimpanzees (Pan troglodytes, Pan paniscus) when they were interacting freely with objects. In experiment 1, three chimpanzees ranging in age from 6 to 18 years were presented with sets of six objects. Chimpanzees constructed equivalence, order and reversibility relations within single sets of objects as well as between two or three contemporaneous sets of objects. The chimpanzees’ logicomathematical operations were more advanced, including infrequent and minimal operations on three sets, than those of some previously investigated younger nonenculturated common chimpanzees. In experiment 2, six chimpanzees ranging in age from 6 to 21 years were presented with sets of 12 objects. Chimpanzees constructed more advanced operations on single sets, but not on contemporaneous sets. The results suggest partial convergence and partial divergence between development of logicomathematical cognition in chimpanzees and humans. Received: 20 January 1999 / Accepted after revision: 9 August 1999     

Spontaneous class grouping behavior by bonobos (Pan paniscus) and common chimpanzees (P. troglodytes)

Two experiments investigated spontaneous class grouping behavior by human-enculturated and language-reared bonobos (Pan paniscus) and common chimpanzees (P. troglodytes). In experiment 1, three chimpanzees ranging in age from 6 to 18 years were presented with six objects. The objects embodied three conditions: additive, multiplicative and disjoint classes. All chimpanzees spontaneously produced single- and two-category classifying. In experiment 2, six chimpanzees ranging in age from 6 to 21 years were presented with 12 objects in the same class conditions. Chimpanzees mainly produced single-category classifying. Their two-category classifying was more rudimentary than that found in experiment 1. Chimpanzees did not produce any three-category classifying which would be necessary to construct the hierarchies that humans begin to construct during early childhood. Received: 1 February 1999 / Accepted after revision: 9 August 1999     

Post-divorce adaptation and the attribution of responsibility

A study was conducted to explore the possible relationship between post-divorce adjustment and the attributions divorced women give for the failure of their marriages. The study revealed that significantly more subjects who attributed their divorces to interactive rather than personal factors were more active, more socially skilled, happier, more optimistic, and less likely to blame themselves rather than outside forces for failures. The findings were also analyzed in light of whether or not subjects had initiated their divorce proceedings. The importance of making interactive attributions was discussed.We would like to thank Cynthia Weinman for her help in conducting the study. We are also grateful to the City University of New York for providing the funds for this research.