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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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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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Gawronski B. Attitudinal Effects of Stimulus Co-occurrence and Stimulus Relations: Paradoxical Effects of Cognitive Load. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2021; 48:1438-1450. [PMID: 34496704 DOI: 10.1177/01461672211044322] [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] [Indexed: 11/16/2022]
Abstract
Research suggests that evaluations of an object can be jointly influenced by (a) the mere co-occurrence of the object with a pleasant or unpleasant stimulus (e.g., mere co-occurrence of object A and negative event B) and (b) the object's specific relation to the co-occurring stimulus (e.g., object A starts vs. stops negative event B). Three experiments investigated the impact of cognitive load during learning on the effects of stimulus co-occurrence and stimulus relations. Counter to the shared prediction of competing theories suggesting that effects of stimulus relations should be reduced by cognitive load during learning, effects of stimulus relations were greater (rather than smaller) under high-load compared with low-load conditions. Effects of stimulus co-occurrence were not significantly affected by cognitive load. The results are discussed in terms of theories suggesting that cognitive load can influence behavioral outcomes via strategic shifts in resource allocation in response to task-specific affordances.
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Forester G, Halbeisen G, Walther E, Kamp SM. Frontal ERP slow waves during memory encoding are associated with affective attitude formation. Int J Psychophysiol 2020; 158:389-399. [DOI: 10.1016/j.ijpsycho.2020.11.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 11/04/2020] [Accepted: 11/05/2020] [Indexed: 01/16/2023]
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Waroquier L, Abadie M, Dienes Z. Distinguishing the role of conscious and unconscious knowledge in evaluative conditioning. Cognition 2020; 205:104460. [PMID: 32980638 DOI: 10.1016/j.cognition.2020.104460] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 08/28/2020] [Accepted: 09/03/2020] [Indexed: 12/23/2022]
Abstract
Evaluative conditioning (EC) refers to a change in liking of a conditioned stimulus (CS) subsequent to its repeated pairing with a valent stimulus (US). Two studies that bring new light on the highly debated question of the role of awareness in EC were conducted. We developed an innovative method motivated by higher order and integration theories of consciousness to distinguish between the role of conscious and unconscious knowledge about the pairings. On each trial of the awareness test, participants had to indicate the valence of the US associated with a given CS and to make a 'structural knowledge attribution' by reporting the basis of their response. Valence identification accuracy was used to evaluate knowledge while the knowledge attribution was used to measure the conscious status of knowledge. Memory attribution indicated conscious knowledge about the pairings while feeling-based and random attributions indicated unconscious knowledge. A meta-analysis of the two studies revealed that valence identification accuracy was above chance level for memory and feeling-based attributions but not for the random attribution. EC was found in the three attributions. While EC effect size was medium for the memory attribution it was small for feeling-based and random attributions. Moreover, Experiment 2 included a delayed test. EC was still present 24 h after the conditioning took place. The results obtained for memory and feeling-based attributions suggest that both conscious and unconscious knowledge may underlie EC. The results obtained for random attribution suggest that EC may also occur without any knowledge of US valence.
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Affiliation(s)
- Laurent Waroquier
- Université Clermont Auvergne, CNRS, LAPSCO, F-63000 Clermont-Ferrand, France.
| | - Marlène Abadie
- Laboratoire de Psychologie Cognitive, Aix-Marseille Université, France
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Gawronski B, Brannon SM, Blask K, Walther E. Exploring the Contextual Renewal of Conditioned Attitudes After Counterconditioning. SOCIAL COGNITION 2020. [DOI: 10.1521/soco.2020.38.4.287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Research on contextualized attitude change suggests that, even when coun-terattitudinal information effectively influences evaluations in the context in which this information was learned, previously formed attitudes sometimes continue to determine evaluations in any other context (contextual renewal). Expanding on evidence for contextual renewal in attitude change based on verbal information, five experiments tested the emergence of contextual renewal in evaluative conditioning, involving pairings of a conditioned stimulus with a valenced unconditioned stimulus. Counter to the notion of contextual renewal, counterconditioning changed initially conditioned attitudes to the same extent irrespective of the context. Verbal information presented with the same procedural parameters produced contextual renewal effects only when evaluations were not measured between the formation of initial attitudes and the learning of counterattitudinal information. The results suggest two previously unidentified boundary conditions of contextualized attitude change that need to be reconciled with extant theories of evaluative learning.
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Corneille O, Hütter M. Implicit? What Do You Mean? A Comprehensive Review of the Delusive Implicitness Construct in Attitude Research. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2020; 24:212-232. [PMID: 32193993 DOI: 10.1177/1088868320911325] [Citation(s) in RCA: 55] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article provides a comprehensive review of divergent conceptualizations of the "implicit" construct that have emerged in attitude research over the past two decades. In doing so, our goal is to raise awareness of the harmful consequences of conceptual ambiguities associated with this terminology. We identify three main conceptualizations of the "implicitness" construct: the procedural conceptualization (implicit-as-indirect), the functional conceptualization (implicit-as-automatic), and the mental theory conceptualization (implicit-as-associative), as well as two hybrid conceptualizations (implicit-as-indirect-and-automatic, implicit-as-driven-by-affective-gut-reactions). We discuss critical limitations associated with each conceptualization and explain that confusion also arises from their coexistence. We recommend discontinuing the usage of the "implicit" terminology in attitude research and research inspired by it. We offer terminological alternatives aimed at increasing both the precision of theorization and the practical value of future research.
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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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Ecker Y, Bar-Anan Y. Sensory preconditioning of evaluation requires accurate memory of the co-occurrence between the neutral stimuli. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2019. [DOI: 10.1016/j.jesp.2019.103886] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Gast A, Richter J, Ruszpel B. Is there evidence for unaware evaluative conditioning in a valence contingency learning task? Cogn Emot 2019; 34:57-73. [DOI: 10.1080/02699931.2019.1652147] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Anne Gast
- Social Cognition Center Cologne, Department of Psychology, Universität zu Köln, Cologne, Germany
| | - Jasmin Richter
- Social Cognition Center Cologne, Department of Psychology, Universität zu Köln, Cologne, Germany
| | - Borys Ruszpel
- Social Cognition Center Cologne, Department of Psychology, Universität zu Köln, Cologne, Germany
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Sava FA, Payne BK, Măgurean S, Iancu DE, Rusu A. Beyond contingency awareness: the role of influence awareness in resisting conditioned attitudes. Cogn Emot 2019; 34:156-169. [PMID: 31405337 DOI: 10.1080/02699931.2019.1652146] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Florin A. Sava
- Department of Psychology, West University of Timisoara, Timisoara, Romania
| | - B. Keith Payne
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, USA
| | - Silvia Măgurean
- Department of Psychology, West University of Timisoara, Timisoara, Romania
| | - Daniel E. Iancu
- Department of Psychology, West University of Timisoara, Timisoara, Romania
| | - Andrei Rusu
- Department of Psychology, West University of Timisoara, Timisoara, Romania
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Benedict T, Gast A. Evaluative conditioning with fear- and disgust-evoking stimuli: no evidence that they increase learning without explicit memory. Cogn Emot 2019; 34:42-56. [DOI: 10.1080/02699931.2019.1646213] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Taylor Benedict
- Social Cognition Center Cologne, Department of Psychology, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | - Anne Gast
- Social Cognition Center Cologne, Department of Psychology, Faculty of Human Sciences, University of Cologne, Cologne, Germany
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Zerhouni O, Houben K, El Methni J, Rutte N, Werkman E, Wiers RW. I didn’t feel like drinking, but I guess why: Evaluative conditioning changes on explicit attitudes toward alcohol and healthy foods depends on contingency awareness. LEARNING AND MOTIVATION 2019. [DOI: 10.1016/j.lmot.2019.02.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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The influence of misinformation manipulations on evaluative conditioning. Acta Psychol (Amst) 2019; 194:28-36. [PMID: 30731394 DOI: 10.1016/j.actpsy.2019.01.014] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2018] [Revised: 12/17/2018] [Accepted: 01/29/2019] [Indexed: 11/22/2022] Open
Abstract
We tested the influence of misinformation on evaluative conditioning (EC) by giving false information about the contingencies between CS and US stimuli after a conditioning procedure. This was done by asking participants questions about the USs while inaccurately suggesting that some CSs had been paired with a US that had the opposite valence than the US it had actually been paired with. For CS-US pairs from other conditions, accurate suggestions or no suggestions at all were given to participants. This manipulation significantly moderated EC effects. For pairs that were combined with inaccurate information we found a reversed EC effect, while we found a standard EC effect for both pairs combined with no suggestions and pairs combined with accurate suggestions. Additional analyses showed that the misinformation manipulation also moderated memory for the pairs. These results show that misinformation manipulations cannot only influence explicit memory but also attitudes. Furthermore, and in line with some theories of EC, they support the relevance of explicit memory for EC effects.
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March DS, Olson MA, Fazio RH. The Implicit Misattribution Model of Evaluative Conditioning. SOCIAL PSYCHOLOGICAL BULLETIN 2018. [DOI: 10.5964/spb.v13i3.27574] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Evaluative conditioning (EC) refers to a change in one’s attitude toward an object based on its contiguous pairing with other positive or negative objects. EC can, in principle, occur through multiple mechanisms, some more and some less thoughtful. We argue that one relatively low-thought route through which EC produces evaluative change is implicit misattribution. Our Implicit Misattribution Model (IMM) is premised on research indicating: a) attributional thinking is pervasive and relatively automatic, b) affective experiences are pervasive and relatively automatic, and c) errors in automatic attributional processing can lead to misattribution of affect from one object to another, resulting in the latter object taking on the affect produced by the former. Research employing the “surveillance paradigm” we developed provides support for the model, particularly its key moderating variable, source confusability. We further discuss assumptions of the model in terms of encoding, storage, and retrieval/application of the conditioned attitude, as well as the role of contingency awareness and other central issues in the EC literature.
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Gawronski B, Bodenhausen GV. Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model. SOCIAL PSYCHOLOGICAL BULLETIN 2018. [DOI: 10.5964/spb.v13i3.28024] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a positive or negative unconditioned stimulus (US). According to the associative-propositional evaluation (APE) model, EC effects can be the result of two functionally distinct learning mechanisms: associative and propositional learning. The current article reviews the core assumptions of the APE model regarding (1) the defining features of associative and propositional learning, (2) the mental representations resulting from the two learning mechanisms, (3) the processes involved in the behavioral expression of these representations, and (4) the automatic versus controlled nature of the processes underlying EC effects. In addition to reviewing the core assumptions of the APE model, the article reviews relevant evidence to illustrate the theory’s main hypotheses, its explanatory and predictive power, as well as empirical challenges for the theory.
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Corneille O, Stahl C. Associative Attitude Learning: A Closer Look at Evidence and How It Relates to Attitude Models. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2018; 23:161-189. [DOI: 10.1177/1088868318763261] [Citation(s) in RCA: 52] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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.
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Mierop A, Hütter M, Stahl C, Corneille O. Does attitude acquisition in evaluative conditioning without explicit CS-US memory reflect implicit misattribution of affect? Cogn Emot 2018; 33:173-184. [DOI: 10.1080/02699931.2018.1435505] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Adrien Mierop
- Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Mandy Hütter
- Eberhard Karls Universität Tübingen, Tübingen, Germany
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Controlled and implicit processes in evaluative conditioning on implicit and explicit attitudes toward alcohol and intentions to drink. Addict Behav 2018; 76:335-342. [PMID: 28889063 DOI: 10.1016/j.addbeh.2017.08.026] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2017] [Revised: 07/18/2017] [Accepted: 08/28/2017] [Indexed: 11/22/2022]
Abstract
Since implicit attitudes (i.e. evaluations occurring outside of complete awareness) are highly predictive of alcohol consumption, we tested an evaluative learning procedure based on repeated pairing to a critical stimulus (i.e. alcohol, the CS) with a valenced stimulus (the US) in order to modify implicit attitudes (i.e. evaluative conditioning; EC). We hypothesized that manipulating the learning context to bolster implicit affect misattribution should strengthen EC effects on implicit attitudes toward alcohol, while encouraging deliberate processing of CS-US pairs, should strengthen EC effects on explicit attitudes. In our study (n=114 students) we manipulated whether CS-US pairs were presented simultaneously or sequentially. Recollective memory was estimated with a Process Dissociation Procedure. Both implicit and explicit attitudes were assessed immediately after the procedure. Behavioral intentions were measured directly after and one week after the EC-procedure. We found that EC with sequential presentation had a stronger impact on implicit and explicit measures and on purchase intentions immediately after the procedure and one week after. The present findings provide new evidence that (i) EC is an effective way to change implicit attitudes toward alcohol and (ii) evidence that EC may be better described by propositional rather than dual process accounts.
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Hütter M, De Houwer J. Examining the contributions of memory-dependent and memory-independent components to evaluative conditioning via instructions. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2017. [DOI: 10.1016/j.jesp.2017.02.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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