Resources Availability and Explicit Memory Largely Determine Evaluative Conditioning… Even in a Paradigm Conducive of Implicit Ec Effects.

Three studies used a multinomial processing tree model to examine the impact of attentional load on implicit and explicit learning processes involved in Evaluative Conditioning. Results yielded evidence for explicit learning, but no support for implicit learning processes, even though studies relied on sensitive experimental and analytic procedures.

Citation:

Adrien Mierop, Mandy Hütter, and Olivier Corneille (2016) ,"Resources Availability and Explicit Memory Largely Determine Evaluative Conditioning… Even in a Paradigm Conducive of Implicit Ec Effects.", in NA - Advances in Consumer Research Volume 44, eds. Page Moreau, Stefano Puntoni, and , Duluth, MN : Association for Consumer Research, Pages: 749-749.