Dual-learning theories of evaluations posit that evaluations can be automatically (i.e., efficiently, unconsciously, uncontrollably, and involuntarily) acquired. They also often assume the existence of evaluative-learning processes that are impervious to verbal information. In this article, we explain that recent research challenges both assertions for three categories of measures: explicit evaluative measures, implicit evaluative measures, and physiological measures of fear. In doing so, we also question the widespread assumption that implicit (i.e., typically behavioral and physiological) compared with explicit (i.e., self-reported) evaluative measures are indicative of the way evaluations are acquired. In the second part of the article, we discuss the practical implications of these recent findings.

评估的双重学习理论认为，可以自动（即，有效，无意识，不可控制和非自愿地）获得评估。他们还经常假定存在口头信息无法渗透的评估学习过程。在本文中，我们解释说，最近的研究对以下三类措施提出了挑战：明确的评估措施，内隐的评估措施和恐惧的生理措施。在这样做时，我们还质疑普遍的假设，即与显式（即自我报告）评估措施相比，隐式（即通常为行为和生理）评估是获取评估方式的指示。在本文的第二部分，我们讨论了这些最新发现的实际含义。