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When do people learn likes and dislikes from co-occurrences? A dual-force perspective on evaluative conditioning. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2022. [DOI: 10.1016/j.jesp.2022.104377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Sánchez Á, Haye A, Sebastián C. Affective learning as a higher psychological process: a microgenetic analysis of evaluative conditioning from a sociocultural approach ( Aprendizaje afectivo como proceso psicológico superior: análisis microgenético del condicionamiento evaluativo desde un enfoque sociocultural). STUDIES IN PSYCHOLOGY 2021. [DOI: 10.1080/02109395.2021.1991132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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Halbeisen G, Paslakis G. All I Need Is Two: The Clinical Potential of Adding Evaluative Pairing Procedures to Cognitive Behavioral Therapy for Changing Self-, Body- and Food-Related Evaluations. J Clin Med 2021; 10:4703. [PMID: 34682826 PMCID: PMC8539260 DOI: 10.3390/jcm10204703] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Revised: 10/05/2021] [Accepted: 10/11/2021] [Indexed: 11/16/2022] Open
Abstract
Pairing procedures are among the most frequently used paradigms for modifying evaluations of target stimuli related to oneself, an object, or a specific situation due to their repeated pairing with evaluative sources, such as positive or negative images or words. Because altered patterns of evaluations can be linked to the emergence and maintenance of disordered cognitions and behaviors, it has been suggested that pairing procedures may provide a simple yet effective means of complementing more complex intervention approaches, such as cognitive behavioral therapy (CBT). Here, we summarize recent studies that explored the clinical potential of pairing procedures for improving self-esteem, body satisfaction, and food and consumption preferences. While no study has yet combined pairing procedures with CBT, there are several successful examples of pairing procedures in clinically relevant domains and clinical populations. We discuss potential sources of heterogeneity among findings, provide methodological recommendations, and conclude that pairing procedures may bear clinical potential as an add-on to classical psychotherapy.
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Affiliation(s)
- Georg Halbeisen
- University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westfalia, Ruhr-University Bochum, Virchowstr. 65, 33312 Luebbecke, Germany;
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Blask K, Frings C, Walther E. CS as an effect: action-based evaluative conditioning depends on temporal contiguity. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1810057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Katarina Blask
- Research Department, Leibniz Institute for Psychology Information (ZPID), Trier, Germany
| | | | - Eva Walther
- Department of Psychology, University of Trier, Trier, Germany
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Halbeisen G, Buttlar B, Kamp SM, Walther E. The timing-dependent effects of stress-induced cortisol release on evaluative conditioning. Int J Psychophysiol 2020; 152:44-52. [PMID: 32302644 DOI: 10.1016/j.ijpsycho.2020.04.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Revised: 03/26/2020] [Accepted: 04/08/2020] [Indexed: 11/28/2022]
Abstract
The neuro-physiological response to stress has far-reaching implications for learning and memory processes. Here, we examined whether and how the stress-induced release of cortisol, following the socially-evaluated cold pressor test, influenced the acquisition of preferences in an evaluative conditioning (EC) procedure. We found that when the stressor preceded the evaluation phase, cortisol responders showed decreased evaluative conditioning effects. By contrast, impairing effects of a stressor-induced cortisol release before encoding were not found. Moreover, explicit memory was not found to be affected by the stressor or its timing. Implications of the timing-dependent effects of stress-induced cortisol release on EC and the relation between stress and associative memory are discussed.
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Affiliation(s)
- Georg Halbeisen
- Department of Psychology, University of Trier, Universitätsring 15, 54296 Trier, Germany
| | - Benjamin Buttlar
- Department of Psychology, University of Trier, Universitätsring 15, 54296 Trier, Germany
| | - Siri-Maria Kamp
- Department of Psychology, University of Trier, Universitätsring 15, 54296 Trier, Germany
| | - Eva Walther
- Department of Psychology, University of Trier, Universitätsring 15, 54296 Trier, Germany.
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Cognitive Load Impairs Evaluative Conditioning, Even When Individual CS and US Stimuli are Successfully Encoded. INTERNATIONAL REVIEW OF SOCIAL PSYCHOLOGY 2020. [DOI: 10.5334/irsp.339] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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Blask K, Walther E, Frings C. Ignorance reflects preference: the influence of selective ignoring on evaluative conditioning. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1340893] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Katarina Blask
- Department of Psychology, University of Trier, Trier, Germany
| | - Eva Walther
- Department of Psychology, University of Trier, Trier, Germany
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Halbeisen G, Walther E. Evaluative Conditioning is Sensitive to the Encoding of CS-US Contingencies. SOCIAL COGNITION 2016. [DOI: 10.1521/soco.2016.34.5.462] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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Kattner F, Green CS. Cue competition in evaluative conditioning as a function of the learning process. Acta Psychol (Amst) 2015; 162:40-50. [PMID: 26458253 DOI: 10.1016/j.actpsy.2015.09.013] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2015] [Revised: 09/11/2015] [Accepted: 09/30/2015] [Indexed: 11/16/2022] Open
Abstract
Evaluative conditioning (EC) is the change in the valence of a stimulus resulting from pairings with an affective (unconditioned) stimulus (US). With some exceptions, previous work has indicated that this form of conditioning might be insensitive to cue competition effects such as blocking and overshadowing. Here we assessed whether the extent of cue competition in EC depends upon the type of contingency learning during conditioning. Specifically, we contrasted a learning task that biased participants toward cognitive/inferential learning (i.e., predicting the US) with a learning task that prevented prolonged introspection (i.e., a rapid response made to the US). In all cases, standard EC effects were observed, with the subjective liking of stimuli changed in the direction of the valence of the US. More importantly, when inferential learning was likely, larger EC effects occurred for isolated stimuli than for compounds (indicating overshadowing). No blocking effects on explicit evaluations were observed for either learning task. Contingency judgments and implicit evaluations, however, were sensitive to blocking, indicating that the absence of a blocking effect on explicit evaluations might be due to inferences that occur during testing.
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Halbeisen G, Walther E. Dual-task interference in evaluative conditioning: Similarity matters! Q J Exp Psychol (Hove) 2015; 68:2008-21. [DOI: 10.1080/17470218.2014.1002506] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Evaluative conditioning (EC) refers to changes in liking that are due to the pairing of stimuli. Although the question of whether a secondary task can interfere with the occurrence of EC is of great theoretical relevance, previous research has not obtained a consistent pattern of results. Whereas in some studies EC remains intact under dual-task conditions, in others a secondary task resulted in reduced or diminished EC. In order to reconcile these inconsistent findings, we hypothesized that dual-task interference in EC depends on the similarity of demands incurred by processing the stimuli used in the conditioning procedure and the secondary task. Specifically, we assumed that interference only occurs when similar verbal or visuospatial demands are imposed. In order to test this hypothesis, we investigated the occurrence of EC under conditions of a demanding 3-back working memory task while using either orthographic or pictorial stimuli to manipulate verbal and visuospatial processing demands, respectively. Relative to conditions using dissimilar types of stimuli, we found that the 3-back task interfered with the occurrence of EC only when the same types of stimuli were used. The implications for the underlying processes of EC are discussed.
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Affiliation(s)
- Georg Halbeisen
- Department of Psychology, University of Trier, Trier, Germany
| | - Eva Walther
- Department of Psychology, University of Trier, Trier, Germany
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Förderer S, Unkelbach C. The moderating role of attribute accessibility in conditioning multiple specific attributes. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2013. [DOI: 10.1002/ejsp.1994] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Sabine Förderer
- Department Psychologie; Universität zu Köln; Cologne Germany
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Dedonder J, Corneille O, Bertinchamps D, Yzerbyt V. Overcoming Correlational Pitfalls. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2013. [DOI: 10.1177/1948550613490969] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Do people need to explicitly encode conditioned stimuli–unconditioned stimuli (CS–US) pairings for evaluative conditioning (EC) effects to emerge? Despite the large number of studies that addressed this issue, no simple answer has emerged yet. In part, this is due to the relative lack of experimental evidence for the role of awareness of the CS–US contingency at encoding in EC. In the present experiment, participants’ encoding of the CS–US pairings was experimentally manipulated by relying on foveal and parafoveal presentations of the CSs. More specifically, spatial locations (i.e., foveal vs. parafoveal) of the CSs and US valence (i.e., positive vs. negative) were manipulated within participants, and CS–US pairings were counterbalanced across participants. Results reveal explicit encoding of the CSs and EC effects for the foveal CS presentations only. We discuss the implications of these experimental findings for the associative and propositional approach to EC.
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Gast A, Gawronski B, De Houwer J. Evaluative conditioning: Recent developments and future directions. LEARNING AND MOTIVATION 2012. [DOI: 10.1016/j.lmot.2012.06.004] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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