The Mere Exposure Effect: An Uncertainty Reduction Explanation Revisited

By Angela Y. Lee. 2001

241 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0cbbfa933bf601a7d9312e475fc668b767418c81

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Citations in the corpus

The Repeated Evaluation Technique (RET). A method to capture dynamic effects of innovativeness and attractiveness (2005, background): “On the other hand, increasing familiarity reduces uncertainty (Eckblad, 1972; Lee, 2001)”
Attitudes and persuasion. (2006, unknown): “CRANO PRISLIN Mere exposure to a stimulus also can influence attitude formation at belowconscious levels (Bargh 2001, Lee 2001), possibly because exposure frequency is experienced as affectively positive (Winkielman & Cacioppo 2004).”
The Effect of Conceptual and Perceptual Fluency on Brand Evaluation (2004, background): “Developments in implicit memory research in the past decade offer a processing-fluency-based explanation to account for this effect (e.g., Bornstein 1997; Lee 2001; Seamon et al. 1995).”
An examination of different explanations for the mere exposure effect (2007, background): “Lee (2001, 2004) makes an insightful suggestion for testing the processes driving the effects of perceptual fluency on evaluations.”
The Gender Gap (2014, unknown): “Most models of mere-exposure effects have attributed the effect to perceptual fluency (e.g., Fang et al., 2007; Jacoby and Kelley, 1987; Lee, 2001) or feelings of familiarity with a stimulus, which leads to increased liking.”
Bringing the frame into focus: the influence of regulatory fit on processing fluency and persuasion. (2004, background): “…on judgment has been demonstrated using a variety of stimuli across different settings where fluency may be the result of prior exposure (e.g., Lee, 2001; Mandler, Nakamura, & Van Zandt, 1987; Seamon et al., 1995), enhanced visual clarity (e.g., Reber, Winkielman, & Schwarz, 1998), or…”
Between Two Brands: A Goal Fluency Account of Brand Evaluation (2006, background): “For example, Ferguson and Bargh (2004) show that participants whose achievement goals are more accessible can identify achievement-related words faster and evaluate them as more positive than those whose achievement goals are not salient.”