Associative attitude learning is typically viewed as a low-level process that automatically registers mere co-occurrences between stimuli, independent of their validity and relational meaning. This view invites to critically examine how attitude formation conforms to four operating conditions (i.e., unawareness, efficiency, goal independence, and uncontrollability) and two operating principles (i.e., unqualified registration of mere co-occurrences between stimuli and formation of direct stimulus-response links), which is the main purpose of the present contribution. The general discussion examines how contemporary attitude models endorse these conditions and principles. Overall, this contribution calls for (a) a nuanced understanding of the nature and scope of associative attitude learning, (b) a fine-grained understanding of how contemporary attitude models endorse conditions and principles reviewed here and find them relevant to their theorization of attitude formation, (c) a clarification of how direct and indirect evaluative measures relate to these conditions and principles, and (d) enhanced efforts in specifying contemporary attitude formation models.

中文翻译：

---

联想式态度学习：仔细研究证据及其与态度模型的关系。

联想态度学习通常被认为是一个低级过程，可以自动记录刺激之间的共生现象，而与它们的有效性和关系含义无关。该观点邀请我们批判性地研究态度形成如何符合四个操作条件（即不知情，效率，目标独立性和不可控制性）和两个操作原理（即刺激之间纯共现的不合格注册和直接刺激反应的形成）。链接），这是本文稿的主要目的。总体讨论探讨了当代态度模型如何认可这些条件和原则。总体而言，这项贡献要求（a）对联想式态度学习的性质和范围有细微的了解，