Japanese written pseudowords can be conditioned to Japanese spoken words with positive, negative, and active emotions

This study aimed to examine whether Japanese participants condition spoken words' meanings to written pseudowords. In Survey 1, we selected spoken words associated with negative (α = .91) and positive (α = .79) features for Experiment 1 and passive (α = .90) and active (α = .80) features for Experiment 2. In Experiment 1, participants evaluated four written pseudowords' emotional valence using a 7-point semantic differential scale (1: negative; 7: positive) before and after conditioning spoken words with negative, neutral, or positive features to each pseudoword. In the conditioning phase, participants read each pseudoword, listened to a spoken word, and verbally repeated each spoken word. The results showed that a pseudoword was conditioned to spoken words with positive and negative features. In Experiment 2, participants evaluated four pseudowords' activeness using a 7-point semantic differential scale (1: passive; 7: active) before and after conditioning spoken words of passive, neutral, and active features to each written pseudoword. In the conditioning phase, the participants read each written pseudoword, listened to a spoken word, and repeated the spoken word. The results showed that the activeness evaluations were more increased for pseudowords conditioned to spoken words of active and neutral features after conditioning than before conditioning but were unchanged for a pseudoword conditioned to those with passive features before and after conditioning. Additonally, Survey 2's results showed that although the positiveness and activeness responses of the words used in Experiments 1 and 2 were controlled well, the lack of significant differences among positiveness responses of words may influence the evaluative conditioning in Experiment 2. That is, when participants condition passive (low arousal) words' activeness (arousal) ratings to those of pseudowords, words' positiveness (valence) ratings would be important in the evaluative conditioning. Our findings suggest that participants can condition spoken word meanings of preference and activeness to those of written pseudowords. It also indicates that linguistically evaluative conditioning's effects are robust in a non-alphabetic language.

Sixty Years After Orne's American Psychologist Article: A Conceptual Framework for Subjective Experiences Elicited by Demand Characteristics

Study participants form beliefs based on cues present in a testing situation (demand characteristics). These beliefs can alter study outcomes (demand effects). Neglecting demand effects can threaten the internal and external validity of studies (including their replication). While demand characteristics garnered much attention following Orne's introduction of this notion, consideration of their effects has become sparse in experimental reports. Moreover, the concept remains confusing. Here, we introduce a conceptual framework for subjective experiences elicited by demand characteristics. The model distinguishes between participants' awareness of the hypothesis, their motivation to comply with it, and the strategy they use to meet situational requirements. We stress that demand characteristics can give rise to genuine experiences. To illustrate, we apply the model to Evaluative Conditioning and the Rubber Hand Illusion. In the General Discussion, we discuss risks and opportunities associated with demand characteristics, and we explain that they remain highly relevant to current research.

No evaluative conditioning effects with briefly presented stimuli

Evaluative conditioning (EC) changes the preference towards a formerly neutral stimulus (conditioned stimulus; CS), by pairing it with a valent stimulus (unconditioned stimulus; US), in the direction of the valence of the US. When the CS is presented suboptimally (i.e., too briefly to be consciously perceived), contingency awareness between CS and US can be ruled out. Hence, EC effects with suboptimally presented CSs would support theories claiming that contingency awareness is not necessary for EC effects to occur. Recent studies reported the absence of EC with briefly presented CSs when both CS and US were presented in the visual modality, even though the CSs were identified at above-chance levels. Challenging this finding, Heycke et al. (R Soc Open Sci 4(9):160935, 2017) found some evidence for an EC effect with briefly presented visual stimuli in a cross-modal paradigm with auditory USs, but that study did not assess CS visibility. The present study realized a close replication of this study, while deviated from it using different stimuli, introducing a brief practice phase, and adding a CS visibility check. Overall EC for briefly presented stimuli was absent, and results from the visibility check show that an EC effect with briefly presented CSs was only found, when the CSs were identified at above-chance levels.

Associative Attitude Learning: A Closer Look at Evidence and How It Relates to Attitude Models

Associative attitude learning is typically viewed as a low-level process that automatically registers mere co-occurrences between stimuli, independent of their validity and relational meaning. This view invites to critically examine how attitude formation conforms to four operating conditions (i.e., unawareness, efficiency, goal independence, and uncontrollability) and two operating principles (i.e., unqualified registration of mere co-occurrences between stimuli and formation of direct stimulus–response links), which is the main purpose of the present contribution. The general discussion examines how contemporary attitude models endorse these conditions and principles. Overall, this contribution calls for (a) a nuanced understanding of the nature and scope of associative attitude learning, (b) a fine-grained understanding of how contemporary attitude models endorse conditions and principles reviewed here and find them relevant to their theorization of attitude formation, (c) a clarification of how direct and indirect evaluative measures relate to these conditions and principles, and (d) enhanced efforts in specifying contemporary attitude formation models.

Subliminal influence on preferences? A test of evaluative conditioning for brief visual conditioned stimuli using auditory unconditioned stimuli

In the field of evaluative conditioning (EC), two opposing theories-propositional single-process theory versus dual-process theory-are currently being discussed in the literature. The present set of experiments test a crucial prediction to adjudicate between these two theories: Dual-process theory postulates that evaluative conditioning can occur without awareness of the contingency between conditioned stimulus (CS) and unconditioned stimulus (US); in contrast, single-process propositional theory postulates that EC requires CS-US contingency awareness. In a set of three studies, we experimentally manipulate contingency awareness by presenting the CSs very briefly, thereby rendering it unlikely to be processed consciously. We address potential issues with previous studies on EC with subliminal or near-threshold CSs that limited their interpretation. Across two experiments, we consistently found an EC effect for CSs presented for 1000 ms and consistently failed to find an EC effect for briefly presented CSs. In a third pre-registered experiment, we again found evidence for an EC effect with CSs presented for 1000 ms, and we found some indication for an EC effect for CSs presented for 20 ms.

Distributed practice can boost evaluative conditioning by increasing memory for the stimulus pairs

When presenting a neutral stimulus (CS) in close temporal and spatial proximity to a positive or negative stimulus (US) the former is often observed to adopt the valence of the latter, a phenomenon named evaluative conditioning (EC). It is already well established that under most conditions, contingency awareness is important for an EC effect to occur. In addition to that, some findings suggest that awareness of the stimulus pairs is not only relevant during the learning phase, but that it is also relevant whether memory for the pairings is still available during the measurement phase. As previous research has shown that memory is better after temporally distributed than after contiguous (massed) repetitions, it seems plausible that also EC effects are moderated by distributed practice manipulations. This was tested in the current studies. In two experiments with successful distributed practice manipulations on memory, we show that also the magnitude of the EC effect was larger for pairs learned under spaced compared to massed conditions. Both effects, on memory and on EC, are found after a within-participant and after a between-participant manipulation. However, we did not find significant differences in the EC effect for different conditions of spaced practice. These findings are in line with the assumption that EC is based on similar processes as memory for the pairings.

Resource Availability and Explicit Memory Largely Determine Evaluative Conditioning Effects in a Paradigm Claimed to be Conducive to Implicit Attitude Acquisition

In three experiments, we investigated how preventing the explicit encoding of conditioned stimulus–unconditioned stimulus (CS–US) pairings by imposing a secondary task at learning influences evaluative conditioning (EC) effects in a paradigm claimed to be conducive to implicit EC. We additionally used a multinomial processing tree model to examine how the resource depletion manipulation affects explicit and implicit memory contributions to EC. In all experiments, the EC effect largely vanished when a secondary task was employed that severely reduced participants’ explicit memory for the CS–US pairings. Furthermore, no evidence obtained for an implicit memory contribution to EC effects. In conclusion, the present research yields evidence for explicit learning, but no support for the contribution of implicit processes to EC in a paradigm claimed to facilitate implicit EC.

Approach–Avoidance Training Effects Are Moderated by Awareness of Stimulus–Action Contingencies

Prior research suggests that repeatedly approaching or avoiding a stimulus changes the liking of that stimulus. In two experiments, we investigated the relationship between, on one hand, effects of approach–avoidance (AA) training on implicit and explicit evaluations of novel faces and, on the other hand, contingency awareness as indexed by participants’ memory for the relation between stimulus and action. We observed stronger effects for faces that were classified as contingency aware and found no evidence that AA training caused changes in stimulus evaluations in the absence of contingency awareness. These findings challenge the standard view that AA training effects are (exclusively) the product of implicit learning processes, such as the automatic formation of associations in memory.

The role of awareness in attitude formation through evaluative conditioning

This article provides a review of past and contemporary debates regarding the role of awareness in attitude formation through evaluative conditioning (EC), that is, by repeatedly pairing a stimulus with other stimuli of positive or negative valence. Because EC is considered the most prototypical method to form and change the network of evaluative associations in memory, the role of awareness in this effect is critical to the question of whether attitudes may be formed and changed through dual processes. We analyze the reasons why there has been so much discussion and disagreement regarding the role of awareness, review past and contemporary methodologies and their limitations, discuss the role of mental processes and conditioning procedures, and identify promising directions for future research in this area.