What is learned from repeated pairings? On the scope and generalizability of evaluative conditioning

2014 ◽  
Author(s):  
Mandy Hutter ◽  
Florian Kutzner ◽  
Klaus Fiedler
Keyword(s):  
Evaluative Conditioning

“Paint It Black”

2018 ◽  
Vol 39 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Oulmann Zerhouni ◽  
Johan Lepage
Keyword(s):  
Emotion Regulation ◽  
Conditioned Stimulus ◽  
Evaluative Conditioning ◽  
Maladaptive Behaviors ◽  
Future Directions ◽  
Contingency Awareness ◽  
Difficulties In Emotion Regulation

Abstract. The present study is a first attempt to link self-reported difficulties in everyday emotion regulation (ER) with evaluative conditioning (EC). We conducted a within-subject study in which participants (n = 90) filled the Difficulties in Emotion Regulation Scale (DERS) and were exposed to neutral conditioned stimulus (CS) paired with mildly or highly arousing negative unconditioned stimuli (USs) and positive USs. Participants then filled a contingency awareness measure. Results showed (i) that CSs paired with highly arousing negative USs were more negatively evaluated, (ii) that the EC effect with highly and mildly arousing negative USs was stronger among participants with greater self-reported difficulties in everyday ER. Moreover, participants were more likely to be aware of the CS-US contingencies with highly (vs. mildly) arousing negative USs. Implications for the understanding of maladaptive behaviors and for future directions in EC research are discussed.

Secondary Transfer Effect of Contact

2009 ◽  
Vol 40 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Thomas F. Pettigrew
Keyword(s):  
Cognitive Dissonance ◽  
Experimental Research ◽  
Intergroup Contact ◽  
Transfer Effect ◽  
Evaluative Conditioning ◽  
Transfer Effects ◽  
Secondary Transfer ◽  
Primary Reduction

This paper reviews the evidence for a secondary transfer effect of intergroup contact. Following a contact’s typical primary reduction in prejudice toward the outgroup involved in the contact, this effect involves a further, secondary reduction in prejudice toward noninvolved outgroups. Employing longitudinal German probability samples, we found that significant secondary transfer effects of intergroup contact exist, but they were limited to specific outgroups that are similar to the contacted outgroup in perceived stereotypes, status or stigma. Since the contact-prejudice link is bidirectional, the effect is inflated when prior prejudice reducing contact is not controlled. The strongest evidence derives from experimental research. Both cognitive (dissonance) and affective (evaluative conditioning) explanations for the effect are offered.

On the Stability of Evaluative Conditioning Effects

2013 ◽  
Vol 44 (6) ◽  
pp. 380-389 ◽  
Author(s):  
Sabine Förderer ◽  
Christian Unkelbach
Keyword(s):  
Evaluative Conditioning ◽  
Indirect Measures ◽  
The Stability ◽  
Over Time

Evaluative conditioning (EC) refers to valence changes in neutral stimuli (CSs) through repeated pairing with liked or disliked stimuli (USs). The present study examined the stability of EC effects in the course of 1 week. We investigated how this stability depends on memory for US valence and US identity. We also investigated whether CSs evaluations occurring immediately after conditioning (i.e., evaluative consolidation) are necessary for stable EC effects. Participants showed stable EC effects on direct and indirect measures, independent of evaluations immediately after conditioning. EC effects depended on memory for US valence but not for US identity. And although memory decreased significantly over time, EC effects remained stable. These data suggest that evaluative consolidation is not necessary, and that conditioned preferences and attitudes might persist even when people do not remember the concrete source anymore.

Eye Gaze as a Predictor of Evaluative Conditioning

2006 ◽  
Author(s):  
Christopher R. Jones ◽  
Russell H. Fazio ◽  
Michael Olson
Keyword(s):  
Eye Gaze ◽  
Evaluative Conditioning

Toward (and away from) the unknown: Evaluative conditioning of subliminally presented novel stimuli via motor behavior

2007 ◽  
Author(s):  
Valerie E. Jefferis ◽  
Christopher A. Loersch ◽  
Russell H. Fazio
Keyword(s):  
Motor Behavior ◽  
Evaluative Conditioning

scholarly journals Individual differences in evaluative conditioning and reinforcement sensitivity affect bet-sizes during gambling

2011 ◽  
Vol 50 (5) ◽  
pp. 729-734 ◽  
Author(s):  
Geir Scott Brunborg ◽  
Bjørn Helge Johnsen ◽  
Rune Aune Mentzoni ◽  
Helge Molde ◽  
Ståle Pallesen
Keyword(s):  
Individual Differences ◽  
Evaluative Conditioning ◽  
Reinforcement Sensitivity

Valence Asymmetry in Attitude Formation

2011 ◽  
Vol 2 (6) ◽  
pp. 650-655 ◽  
Author(s):  
Natalie J. Shook ◽  
Russ Clay
Keyword(s):  
Political Ideology ◽  
Evaluative Conditioning ◽  
Attitude Formation ◽  
Social Worlds ◽  
Negative Attitudes ◽  
Conditioning Paradigm ◽  
Negative Images ◽  
The World ◽  
Positive Stimuli ◽  
Negative Stimuli

A considerable amount of research indicates that political conservatives and liberals perceive their social worlds very differently, with conservatives perceiving the world more negatively than liberals. Two studies examined how these varying perceptions may develop by exploring the relation between political ideology and attitude formation. In both studies, participants completed an evaluative conditioning paradigm in which novel stimuli were paired with either positive or negative images. Political conservatives were more susceptible to conditioning with negative stimuli than conditioning with positive stimuli as compared to political liberals. Specifically, conservatives were less susceptible to conditioning with positive stimuli than liberals. Conditioning with negative stimuli did not differ by political ideology. These findings suggest fundamental differences in the formation of positive versus negative attitudes between conservatives and liberals.

scholarly journals Effects of Counter-Stereotypes Cognitive Training on Aging Stereotypes in 12– to 13-Year Olds

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Chen ◽  
Xiaohuan Zhang ◽  
Shuaishuai Fan ◽  
Lezhen Fu ◽  
Jiaojiao Zhao
Keyword(s):  
Cognitive Training ◽  
Evaluative Conditioning ◽  
Training Methods ◽  
Training Task ◽  
School Students ◽  
Intervention Training ◽  
Drawing Task ◽  
Testing Experiment ◽  
Multiple Intervention

The purpose of this study was to investigate the effect of counter-stereotypes cognitive training on adolescents’ aging stereotypes and to further investigate the best training method to intervene in aging stereotypes by comparing the effect of single and multiple intervention training methods on aging stereotypes and their retention effects. Three experiments examined the different intervention outcomes of different counter-stereotypes cognitive training on adolescent aging stereotypes. The study used a randomized block group experimental design and recruited a total of 183 middle school students for testing. Experiment 1 verified the effect of counter-stereotypes cognitive training by taking a single training task (evaluative conditioning technique), randomly assigning subjects to different conditions (training task or unrelated drawing task), and administering a follow-up test 24h after the posttest. Experiment 2a compared the effects of multiple versus single cognitive training, where we took multiple (adding the counter-stereotypes situational storytelling method) versus single training tasks and administered a follow-up test 72h after the posttest. Experiment 2b increased the number of training sessions based on Experiment 2a, with a second intervention training 72h after the end of the posttest and a follow-up test 72h after the second training. Experimental results suggest that evaluative conditioning techniques are effective in weakening subjects’ aging stereotypes, but are less effective in maintaining them. Compared to a single training task, multi-tasking is more effective and the effects of the intervention are maintained for up to a week by increasing the number of training sessions.

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