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1Should Persuasion Be Affective or Cognitive? The Moderating Effects of Need for Affect and Need for Cognition

机译：劝说应该是情感还是认知？需要影响和认知需要的调节作用

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Geoffrey Haddock; Gregory R. Maio; Karin Arnold; Thomas Huskinson;
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年度 2014
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3. Effects of Prominence, Involvement, and Persuasion Knowledge on Children's Cognitive and Affective Responses to Advergames [J] . Eva A. van Reijmersdal, Esther Rozendaal, Moniek Buijzen Journal of interactive marketing . 2012,第1期

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4. Embodied Agents on Commercial Websites: Modeling Their Effects through an Affective Persuasion Route [C] . Pablo Diesbach, David Midgley Persuasive Technology . 2008

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5. Exploration of second language preservice teachers' cognition and learning. Study I: The role of second language preservice teachers' cognitive processes and the relationship between theory and practice. Study II: Second language preservice teachers' cognitive and affective learning processes. Study III: Second language preservice teachers' accessing of background knowledge and the role of context. [D] . Dahlman, Anne Pauliina. 2005

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6. Cardiovascular risk factors indirectly affect acute post-stroke cognition through stroke severity and prior cognitive impairment: a moderated mediation analysis [O] . Bogna A. Drozdowska, Emma Elliott, Martin Taylor-Rowan, 2020

机译：心血管危险因素通过中风严重程度和先前的认知障碍间接影响急性卒中后认知：患有次要调解分析
7. Should persuasion be affective or cognitive? The moderating effects of need for affect and need for cognition [O] . Haddock Geoffrey, Maio Gregory R., Arnold Karin, 2008

机译：说服应该是情感的还是认知的？需要情感和认知的调节作用

1Should Persuasion Be Affective or Cognitive? The Moderating Effects of Need for Affect and Need for Cognition

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