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Approach and Avoidance During Routine Behavior and During Surprise in a Non-evaluative Task: Surprise Matters and So Does the Valence of the Surprising Event

Overview of attention for article published in Frontiers in Psychology, June 2018
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Title
Approach and Avoidance During Routine Behavior and During Surprise in a Non-evaluative Task: Surprise Matters and So Does the Valence of the Surprising Event
Published in
Frontiers in Psychology, June 2018
DOI 10.3389/fpsyg.2018.00826
Pubmed ID
Authors

Achim Schützwohl

Abstract

The hypothesis that emotions influence our behavior via emotional action tendencies is at the core of many emotion theories. According to a strong version of this hypothesis, these emotional action tendencies are immediate, automatic (unintentional), stimulus-based and directly linked with specific muscle movements. Recent evidence, however, provides little empirical support for this strong version during routine behavior, especially when the task does not require the evaluation of the stimuli. The present study tested the prediction that surprise interrupts routine behavior and triggers a threat avoidance response. In the presence of a threat-related stimulus, avoidance responses are relatively rapid, and approach responses impeded, even when the interrupted routine behavior is guided by a non-evaluative task goal. In contrast, approach and avoidance responses are predicted to be unaffected in the presence of a pleasant surprising stimulus. To test these predictions, in each trial the participants had to execute an approach or withdrawal movement depending on the location of a target stimulus. In the critical trial, either a picture of a pleasant or a threat-related animal was presented as target. Supporting the predictions, the initiation times for these movements were shorter in response to a threat-relevant than a pleasant surprising stimulus. Additionally, in the presence of a threat-related surprising stimulus, withdrawal movements were made faster than approach movements even though the participants performed a non-evaluative task. Implications and limitations of the present study are discussed.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 23 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 23 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 4 17%
Student > Master 4 17%
Researcher 4 17%
Student > Ph. D. Student 4 17%
Lecturer 1 4%
Other 2 9%
Unknown 4 17%
Readers by discipline Count As %
Psychology 10 43%
Business, Management and Accounting 3 13%
Social Sciences 3 13%
Agricultural and Biological Sciences 1 4%
Decision Sciences 1 4%
Other 1 4%
Unknown 4 17%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 15 June 2018.
All research outputs
#18,606,163
of 23,047,237 outputs
Outputs from Frontiers in Psychology
#22,545
of 30,358 outputs
Outputs of similar age
#253,717
of 328,608 outputs
Outputs of similar age from Frontiers in Psychology
#575
of 676 outputs
Altmetric has tracked 23,047,237 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,358 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 19th percentile – i.e., 19% of its peers scored the same or lower than it.
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We're also able to compare this research output to 676 others from the same source and published within six weeks on either side of this one. This one is in the 2nd percentile – i.e., 2% of its contemporaries scored the same or lower than it.