Researchers study phenomena such as the mere-exposure effect, evaluative conditioning, and persuasion to learn more about the ways in which likes and dislikes can be formed and changed. Often, these phenomena are studied in isolation. Here, we review and integrate conceptual analyses that highlight ways to relate these different phenomena and that reveal new avenues for research on evaluative learning. At the core of these analyses lies the idea that evaluative learning can be defined as changes in liking that are due to regularities in the environment. We discuss how this definition allows one to distinguish different types of evaluative learning on the basis of the nature of regularities (e.g., in the presence of one stimulus vs. in the presence of two stimuli) and the function of regularities (i.e., symbolic vs. nonsymbolic).

中文翻译：

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学习喜欢或不喜欢：揭示评估学习效果之间的异同

研究人员研究诸如单纯暴露效应，评估条件和说服力之类的现象，以更多地了解形成和改变好恶的方式。通常，这些现象是孤立研究的。在这里，我们回顾并整合了概念分析，这些分析突出了关联这些不同现象的方式，并揭示了评估学习研究的新途径。这些分析的核心思想是，可以将评价性学习定义为由于环境规律性引起的喜好变化。我们讨论这一定义如何使人们能够根据规律性的性质（例如，在一种刺激存在下与两种刺激存在下）和规律性的作用（即象征性vs 。非符号）。