Evaluative conditioning of responses to unfamiliar chords by exposure to valenced images

2021 ◽  
pp. 030573562110089
Author(s):  
Eline A Smit ◽  
Andrew J Milne ◽  
Roger T Dean ◽  
Gabrielle Weidemann
Keyword(s):  
Emotional Responses ◽  
Mere Exposure ◽  
Evaluative Conditioning ◽  
Mere Exposure Effect ◽  
Substantial Evidence ◽  
Exposure Effect ◽  
System A ◽  
Musical Elements

The extent to which emotional responses to musical elements are influenced by their past associations with specific emotional responses is largely unknown. To assess this possibility, the present study tested whether pairing positive, negative, or neutral chords from an unfamiliar musical system (a microtonal Bohlen–Pierce tuning) with positively or negatively valenced pictures would have an effect on subsequent liking ratings. The microtonal chords used in this experiment had been previously rated, independent of any other affective input, in an earlier experiment; this allows us to class each chord as intrinsically positive, negative, or neutral. It was found that exposure with an image increases liking ratings independent of the valence of the images, compared with no exposure which supports a mere exposure effect; but, interestingly, we did not find substantial evidence for evaluative conditioning. Results are discussed in light of theoretical accounts of evaluative conditioning and musical implications.

scholarly journals Learning to Like or Dislike: Revealing Similarities and Differences Between Evaluative Learning Effects

2020 ◽  
Vol 29 (5) ◽  
pp. 487-491
Author(s):  
Jan De Houwer ◽  
Sean Hughes
Keyword(s):  
Mere Exposure ◽  
Evaluative Conditioning ◽  
Learning Effects ◽  
Mere Exposure Effect ◽  
Exposure Effect ◽  
The Core ◽  
Different Types ◽  
Similarities And Differences

Researchers study phenomena such as the mere-exposure effect, evaluative conditioning, and persuasion to learn more about the ways in which likes and dislikes can be formed and changed. Often, these phenomena are studied in isolation. Here, we review and integrate conceptual analyses that highlight ways to relate these different phenomena and that reveal new avenues for research on evaluative learning. At the core of these analyses lies the idea that evaluative learning can be defined as changes in liking that are due to regularities in the environment. We discuss how this definition allows one to distinguish different types of evaluative learning on the basis of the nature of regularities (e.g., in the presence of one stimulus vs. in the presence of two stimuli) and the function of regularities (i.e., symbolic vs. nonsymbolic).

The Mere Exposure Effect and Recognition Depend on the Way You Look! *S. W. and J. D. contributed equally to this study.

2010 ◽  
Vol 57 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Sylvie Willems ◽  
Jonathan Dedonder ◽  
Martial Van der Linden
Keyword(s):  
Differential Effect ◽  
Recognition Task ◽  
Mere Exposure ◽  
Perceptual Processing ◽  
Processing Strategy ◽  
Mere Exposure Effect ◽  
Exposure Effect ◽  
Processing Strategies ◽  
Explicit Recognition ◽  
Analytic Strategy

In line with Whittlesea and Price (2001) , we investigated whether the memory effect measured with an implicit memory paradigm (mere exposure effect) and an explicit recognition task depended on perceptual processing strategies, regardless of whether the task required intentional retrieval. We found that manipulation intended to prompt functional implicit-explicit dissociation no longer had a differential effect when we induced similar perceptual strategies in both tasks. Indeed, the results showed that prompting a nonanalytic strategy ensured performance above chance on both tasks. Conversely, inducing an analytic strategy drastically decreased both explicit and implicit performance. Furthermore, we noted that the nonanalytic strategy involved less extensive gaze scanning than the analytic strategy and that memory effects under this processing strategy were largely independent of gaze movement.

Mere Exposure Effect Is Sometimes Insensitive to Mood Inductions

2021 ◽  
Vol 68 (2) ◽  
pp. 81-93
Author(s):  
Mikael Molet ◽  
Paul Craddock ◽  
Alana J. Osroff ◽  
Patty Li ◽  
Tessa L. Livingston ◽  
...  
Keyword(s):  
Bayesian Analysis ◽  
Mood Induction ◽  
Uncertainty Reduction ◽  
Mere Exposure ◽  
Perceptual Fluency ◽  
Mere Exposure Effect ◽  
Exposure Effect ◽  
Low Level ◽  
Central Hypothesis ◽  
Novel Objects

Abstract. The mere exposure effect (MEE) is defined as repeated exposures to a stimulus enhancing affective evaluations of that stimulus ( Zajonc, 1968 ). The three prominent explanations of the MEE are Zajonc's “neophobia” account, the uncertainty reduction account, and the perceptual fluency approach. Zajonc's “neophobia” account posits that people have an inherent low level of fear of novel objects and exposure to the objects partially extinguishes this novelty-based fear. The uncertainty reduction account asserts that people find uncertainty aversive and habituation reduces uncertainty. The fluency account postulates that people “like” representations of things with which they are fluent. In four experiments, we induced positive and negative moods before or after target exposures. In addition to assessing the MEE in each condition, we assessed the mood induction. The central hypothesis assessed in this series was that there would be an interaction between mood and the MEE. Although the three accounts of the MEE generated divergent predictions, none of the accounts were well supported by the data. Tests for mood induction demonstrated the efficacy of the induction procedures and the MEE was consistently observed, but Bayesian analysis indicated that at least in the present preparation mood had no effect on the MEE.

scholarly journals Perceptual Learning, the Mere Exposure Effect and Aesthetic Antirealism

Leonardo ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 58-63 ◽  
Author(s):  
Bence Nanay
Keyword(s):  
Perceptual Learning ◽  
Mere Exposure ◽  
Mere Exposure Effect ◽  
Aesthetic Value ◽  
Exposure Effect ◽  
Aesthetic Realism ◽  
The Aesthetic ◽  
Experimental Findings

It has been argued that some recent experimental findings about the mere exposure effect can be used to argue for aesthetic antirealism: the view that there is no fact of the matter about aesthetic value. The aim of this article is to assess this argument and point out that this strategy, as it stands, does not work. But we may still be able to use experimental findings about the mere exposure effect in order to engage with the aesthetic realism/antirealism debate. However, this argument would need to proceed very differently and would only support a much more modest version of aesthetic antirealism.

The Role of Mere Exposure Effect on Ethical Tolerance: a Two-Study Approach

2005 ◽  
Vol 58 (4) ◽  
pp. 281-294 ◽  
Author(s):  
William A. Weeks ◽  
Justin G. Longenecker ◽  
Joseph A. McKinney ◽  
Carlos W. Moore
Keyword(s):  
Mere Exposure ◽  
Mere Exposure Effect ◽  
Exposure Effect ◽  
Study Approach

scholarly journals Exposure Is Not Enough: Suppressing Stimuli from Awareness Can Abolish the Mere Exposure Effect

PLoS ONE ◽  
2013 ◽  
Vol 8 (10) ◽  
pp. e77726 ◽  
Author(s):  
Daniel de Zilva ◽  
Luke Vu ◽  
Ben R. Newell ◽  
Joel Pearson
Keyword(s):  
Mere Exposure ◽  
Mere Exposure Effect ◽  
Exposure Effect
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