Ghent University Academic Bibliography

Your filters: cql: author="Smith, Colin Tucker" or (type any "bookEditor issueEditor" and editor="Smith, Colin Tucker")

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- Journal Article
Can approach-avoidance instructions influence facial representations? A distinction between past- and future-oriented inferences

Marine Rougier (UGent) , Pieter Van Dessel (UGent) , Tal Moran and Colin Tucker Smith

(2025) Journal of Experimental Social Psychology. 119.
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The role of awareness and demand in evaluative learning

Pieter Van Dessel (UGent) , Sean Joseph Hughes (UGent) , Marco Perugini, Colin Tucker Smith, Zhefei Mao (UGent) and Jan De Houwer (UGent)

(2025) JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY.
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The impact of instruction- and experience-based evaluative learning on IAT performance : a quad model perspective

Colin Tucker Smith, Jimmy Calanchini, Sean Joseph Hughes (UGent) , Pieter Van Dessel (UGent) and Jan De Houwer (UGent)

(2020) COGNITION & EMOTION. 34(1). p.21-41
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On the effectiveness of approach-avoidance instructions and training for changing evaluations of social groups

Pieter Van Dessel (UGent) , Jan De Houwer (UGent) , Anne Gast (UGent) , Arne Roets (UGent) and Colin Tucker Smith

(2020) JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY. 119(2). p.E1-E14
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Graphic cigarette pack warnings do not produce more negative implicit evaluations of smoking compared to text-only warnings

Pieter Van Dessel (UGent) , Colin Tucker Smith and Jan De Houwer (UGent)

(2018) PLOS ONE. 13(3).
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Mechanisms underlying approach-avoidance instruction effects on implicit evaluation : results of a preregistered adversarial collaboration

Pieter Van Dessel (UGent) , Bertram Gawronski, Colin Tucker Smith and Jan De Houwer (UGent)

(2017) JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY. 69. p.23-32

Academic Bibliography

Can approach-avoidance instructions influence facial representations? A distinction between past- and future-oriented inferences

The role of awareness and demand in evaluative learning

The impact of instruction- and experience-based evaluative learning on IAT performance : a quad model perspective

On the effectiveness of approach-avoidance instructions and training for changing evaluations of social groups

Graphic cigarette pack warnings do not produce more negative implicit evaluations of smoking compared to text-only warnings

Mechanisms underlying approach-avoidance instruction effects on implicit evaluation : results of a preregistered adversarial collaboration

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