The affective meanings of automatic social behaviors: Three mechanisms that explain priming.
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Bibliographic record
Abstract
The priming of concepts has been shown to influence peoples' subsequent actions, often unconsciously. We propose 3 mechanisms (psychological, cultural, and biological) as a unified explanation of such effects. (a) Primed concepts influence holistic representations of situations by parallel constraint satisfaction. (b) The constraints among representations stem from culturally shared affective meanings of concepts acquired in socialization. (c) Patterns of activity in neural populations act as semantic pointers linking symbolic concepts to underlying emotional and sensorimotor representations and thereby causing action. We present 2 computational models of behavioral priming that implement the proposed mechanisms. One is a localist neural network that connects primes with behaviors through central nodes simulating affective meanings. In a series of simulations, where the input is based on empirical data, we show that this model can explain a wide variety of experimental findings related to automatic social behavior. The second, neurocomputational model simulates spiking patterns in populations of biologically realistic neurons. We use this model to demonstrate how the proposed mechanisms can be implemented in the brain. Finally, we discuss how our models integrate previous theoretical accounts of priming phenomena. We also examine the interactions of psychological, cultural, and biological mechanisms in the control of automatic social behavior.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it