Impact of Priming on Emotional Cognition and Decision-making

Authors

  • Yule Si

DOI:

https://doi.org/10.54097/23k9d510

Keywords:

Priming, unconscious mind, cognitive processes.

Abstract

In recent years, psychological research has increasingly focused on the mechanisms by which unconscious processes influence individuals’ thoughts, emotions, and behaviors. Among these mechanisms, priming has emerged as a key area of study, revealing how subtle cues can shape emotional responses and decisions without conscious awareness. This paper explores the profound impact of priming on emotional cognition and decision-making. Emotional priming, achieved through the unconscious processing of stimuli, biases cognitive processes, leading to congruent emotional responses. Studies by Murphy and Zajonc, as well as Wiens and Öhman, illustrate the affective priming effect and the complexity of unconscious emotional processes. For example, priming with positive or negative stimuli can influence individuals' evaluations of neutral faces, making them more likely to perceive these faces as either pleasant or unpleasant. Furthermore, the research delves into the influence of priming on decision-making across various domains, including consumer behavior, where priming with certain words or images can sway purchasing decisions; social judgment, where primed stereotypes can affect how people perceive and interact with others; and ethical perceptions, where moral priming can alter the perceived acceptability of certain actions. The findings underscore the subtle yet powerful role of priming in shaping behavior, emphasizing the importance of ethical considerations in its application, particularly in marketing. The implications of these insights are significant for both theoretical understanding and practical applications in psychology and behavioral science, offering new avenues for research and ethical reflection.

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References

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Published

26-12-2024

How to Cite

Si, Y. (2024). Impact of Priming on Emotional Cognition and Decision-making. Journal of Education, Humanities and Social Sciences, 45, 152-157. https://doi.org/10.54097/23k9d510