Eye'm lovin' it! The role of gazing awareness in mimetic desires

EXPRESS: Observational evaluative conditioning is sensitive to relational information

Social learning represents an important avenue via which evaluations can be formed or changed. Rather than learn slowly through trial and error, we can instead observe how another person (a "model") interacts with stimuli and quickly adjust our own behaviour. We report five studies (n = 912) that focused on one subtype of social learning, observational evaluative conditioning (OEC), and how it is moderated by relational information (i.e., information indicating how a stimulus and a model's reactions are related). Participants observed a model reacting positively to one stimulus and negatively to another, and were either told that these reactions were genuine, faked, or opposite to the model's actual feelings. Stimulus evaluations were then indexed using ratings and a personalised Implicit Association Test (pIAT). When the model's reactions were said to be genuine, OEC effects emerged in the expected direction. When the model's reactions were said to be faked, the magnitude of self-reported, but not pIAT, effects was reduced. Finally, stating that the model's reactions were opposite to his actual feelings eliminated or reversed self-reported effects and eliminated pIAT effects. We consider how these findings relate to previous work as well as mental-process theories.

How attention gates social interactions

Social interactions are at the core of social life. However, humans selectively choose their exchange partners and do not engage in all available opportunities for social encounters. In this review, we argue that attentional systems play an important role in guiding the selection of social interactions. Supported by both classic and emerging literature, we identify and characterize the three core processes-perception, interpretation, and evaluation-that interact with attentional systems to modulate selective responses to social environments. Perceptual processes facilitate attentional prioritization of social cues. Interpretative processes link attention with understanding of cues' social meanings and agents' mental states. Evaluative processes determine the perceived value of the source of social information. The interplay between attention and these three routes of processing places attention in a powerful role to manage the selection of the vast amount of social information that individuals encounter on a daily basis and, in turn, gate the selection of social interactions.

A closer look at the size of the gaze-liking effect: a preregistered replication

This study is a direct replication of gaze-liking effect using the same design, stimuli and procedure. The gaze-liking effect describes the tendency for people to rate objects as more likeable when they have recently seen a person repeatedly gaze toward rather than away from the object. However, as subsequent studies show considerable variability in the size of this effect, we sampled a larger number of participants (N = 98) than the original study (N = 24) to gain a more precise estimate of the gaze-liking effect size. Our results indicate a much smaller standardised effect size (d_z= 0.02) than that of the original study (d_z = 0.94). Our smaller effect size was not due to general insensitivity to eye-gaze effects because the same sample showed a clear (d_z = 1.09) gaze-cuing effect - faster reaction times when eyes looked toward vs away from target objects. We discuss the implications of our findings for future studies wishing to study the gaze-liking effect.

Judgments at Gaze Value: Gaze Cuing in Banner Advertisements, Its Effect on Attention Allocation and Product Judgments

Banner advertising is a popular means of promoting products and brands online. Although banner advertisements are often designed to be particularly attention grabbing, they frequently go unnoticed. Applying an eye-tracking procedure, the present research aimed to (a) determine whether presenting human faces (static or animated) in banner advertisements is an adequate tool for capturing consumers' attention and thus overcoming the frequently observed phenomenon of banner blindness, (b) to examine whether the gaze of a featured face possesses the ability to direct consumers' attention toward specific elements (i.e., the product) in an advertisement, and (c) to establish whether the gaze direction of an advertised face influences consumers subsequent evaluation of the advertised product. We recorded participants' eye gaze while they viewed a fictional online shopping page displaying banner advertisements that featured either no human face or a human face that was either static or animated and involved different gaze directions (toward or away from the advertised product). Moreover, we asked participants to subsequently evaluate a set of products, one of which was the product previously featured in the banner advertisement. Results showed that, when advertisements included a human face, participants' attention was more attracted by and they looked longer at animated compared with static banner advertisements. Moreover, when a face gazed toward the product region, participants' likelihood of looking at the advertised product increased regardless of whether the face was animated or not. Most important, gaze direction influenced subsequent product evaluations; that is, consumers indicated a higher intention to buy a product when it was previously presented in a banner advertisement that featured a face that gazed toward the product. The results suggest that while animation in banner advertising constitutes a salient feature that captures consumers' visual attention, gaze cuing can be an effective tool for driving viewers' attention toward specific elements in the advertisement and even shaping consumers' intentions to purchase the advertised product.

Approach–Avoidance Training Effects Are Moderated by Awareness of Stimulus–Action Contingencies

Prior research suggests that repeatedly approaching or avoiding a stimulus changes the liking of that stimulus. In two experiments, we investigated the relationship between, on one hand, effects of approach–avoidance (AA) training on implicit and explicit evaluations of novel faces and, on the other hand, contingency awareness as indexed by participants’ memory for the relation between stimulus and action. We observed stronger effects for faces that were classified as contingency aware and found no evidence that AA training caused changes in stimulus evaluations in the absence of contingency awareness. These findings challenge the standard view that AA training effects are (exclusively) the product of implicit learning processes, such as the automatic formation of associations in memory.

L-eye to me: the combined role of Need for Cognition and facial trustworthiness in mimetic desires

Recent studies showed that stimuli are evaluated more favourably when they are perceived to capture others' attention, an effect coined "mimetic desire". The aim of the present research was to examine the combined role of Need for Cognition and target's facial trustworthiness in this effect. Participants saw movie excerpts of trustworthy and untrustworthy 3D faces (Oosterhof & Todorov, 2008) turning their attention towards one art painting and away from another art painting. Results showed that looked-at paintings were preferred to looked-away paintings when associated with a trustworthy face. However, the reversed finding was observed for paintings associated with untrustworthy faces. The latter interaction was in turn moderated by participant's Need for Cognition, with a larger reversal effect for participants scoring lower on the NFC scale. Theoretical implications of these findings are discussed.