| Click on any of the links below to perform a new search |
| Title: | Unconscious Semantic Categorization and Mask Interactions: An Elaborate Response to Kunde et al. (2005) |
| Authors: | Van Opstal, Filip; Reynvoet, Bert; Verguts, Tom |
| Descriptors: | Semantics; Classification; Language Processing; Criticism; Experiments; Cognitive Processes |
| Source: | Cognition, v97 n1 p107-113 Aug 2005 |
More Info:
Help
Peer Reviewed:
|
Yes |
| Publisher: | Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com. |
| Publication Date: | 2005-08-00 |
| Pages: | 7 |
| Pub Types: | Journal Articles; Opinion Papers |
| Abstract: | In their original report [Kunde, W., Kiesel, A., & Hoffmann, J. (2003). Conscious control over the content of unconscious cognition. "Cognition," 88, 223-242] maintain that ''unconscious stimuli [do not] owe their impact [...] to automatic semantic categorization'' (p.223), and instead propose the action-trigger theory of unconscious priming. In a reply to our paper [Kunde, W., Kiesel, A., & Hoffmann, J. (2005). On the masking and disclosure of unconscious semantic processing. A reply to Van Opstal, Reynvoet, & Verguts (2005). "Cognition"], the authors adopt a reconcilist position, and propose that both theories may be valid depending on the experimental situation. We discuss the evidence in favor of this position. [Kunde, W., Kiesel, A., & Hoffmann, J. (2005). On the masking and disclosure of unconscious semantic processing. A reply to Van Opstal, Reynvoet, & Verguts (2005). "Cognition"] also propose an alternative account of our mask-type blocking hypothesis. We report an experiment that distinguishes between our original and their alternative hypothesis. |
| Abstractor: | Author |
| Reference Count: | 0 |
|
| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0010-0277 |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | N/A |
| Direct Link: | http://dx.doi.org/10.1016/j.cognition.2005.04.005 |
|