scholarly journals The Implicit Misattribution Model of Evaluative Conditioning

2018 ◽  
Vol 13 (3) ◽  
Author(s):  
David S. March ◽  
Micheal A. Olson ◽  
Russell H. Fazio
Keyword(s):  
Evaluative Conditioning ◽  
Variable Source ◽  
Contingency Awareness ◽  
Storage And Retrieval ◽  
Object Based ◽  
Affective Experiences

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.

Evaluative Conditioning: the Role of Display Duration, Valence Intensity and Contingency Awareness

2013 ◽  
Vol 44 (5) ◽  
pp. 614-624
Author(s):  
Xian ZHAO ◽  
Ye LI ◽  
Li LIU ◽  
Hong-Ling ZENG ◽  
Jian ZHENG
Keyword(s):  
Evaluative Conditioning ◽  
Display Duration ◽  
Contingency Awareness

scholarly journals Evaluative conditioning and affective priming

2018 ◽  
Author(s):  
Steven Glautier ◽  
Jan De Houwer ◽  
Edward Redhead
Keyword(s):  
Startle Reflex ◽  
Evaluative Conditioning ◽  
Affective Priming ◽  
Visual Images ◽  
Contingency Awareness ◽  
Conditioning Effect ◽  
Ofthe Word

Previous research suggests that evaluative conditioning(EC) is insensitive to contingency awareness, andinsensitive to extinction and contingency manipulations.Recent studies have tested the generality of these ECresults using physiological (startle reflex) andbehavioural (affective priming) measures of affect ratherthan verbal ratings of liking. The current experimentsused an affective priming measure to extend this programof work. Over four experiments we examined the role ofawareness, the role of contingency, and the phenomena ofcue-competition in evaluative conditioning. Eachexperiment involved subjects experiencing conditionedstimuli (CSs) paired with affectively valenced (positiveand negative) visual images. Subjects then classifiedwords as either positive or negative. Each word waspreceded by presentation of a CS. It was found thatsubjects classified the words faster if the valence ofthe word was the same as that of the immediatelypreceding CS. However, this conditioning effect did notdepend on contingency awareness, was not reduced bycontingency degradation, and there was no evidence ofcue-competition in a blocking procedure that used anovershadowing control.

The Role of Contingency Awareness in Evaluative Conditioning

2013 ◽  
Vol 20 (11) ◽  
pp. 1779-1786
Author(s):  
Ai-Ping LIU ◽  
Qi LI ◽  
Jing LUO
Keyword(s):  
Evaluative Conditioning ◽  
Contingency Awareness

Concurrent Electrodermal and Eyeblink Conditioning With Masked and Unmasked Stimuli

2021 ◽  
Vol 35 (1) ◽  
pp. 35-42
Author(s):  
José Luis Marcos ◽  
Azahara Marcos
Keyword(s):  
Unconditioned Stimulus ◽  
Strong Evidence ◽  
Eyeblink Conditioning ◽  
Noise Burst ◽  
Conditioning Phase ◽  
Contingency Awareness ◽  
Blank Screen ◽  
Neutral Face ◽  
Fearful Face

Abstract. The aim of this study was to determine if contingency awareness between the conditioned (CS) and unconditioned stimulus (US) is necessary for concurrent electrodermal and eyeblink conditioning to masked stimuli. An angry woman’s face (CS+) and a fearful face (CS−) were presented for 23 milliseconds (ms) and followed by a neutral face as a mask. A 98 dB noise burst (US) was administered 477 ms after CS+ offset to elicit both electrodermal and eyeblink responses. For the unmasking conditioning a 176 ms blank screen was inserted between the CS and the mask. Contingency awareness was assessed using trial-by-trial ratings of US-expectancy in a post-conditioning phase. The results showed acquisition of differential electrodermal and eyeblink conditioning in aware, but not in unaware participants. Acquisition of differential eyeblink conditioning required more trials than electrodermal conditioning. These results provided strong evidence of the causal role of contingency awareness on differential eyeblink and electrodermal 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.

scholarly journals The role of schemas and scripts in pictorial narration

Semiotica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Michael Ranta
Keyword(s):  
Decisive Role ◽  
Schema Theory ◽  
Virgin Mary ◽  
Levels Of Abstraction ◽  
Event Sequences ◽  
Storage And Retrieval ◽  
Narrative Structures ◽  
Northwestern University ◽  
Generalized Knowledge

Abstract The theoretical debate on the nature of narrative has been mainly concerned with literary narratives, whereas forms of non-literary and especially pictorial narrativity have been somewhat neglected. In this paper, however, I shall discuss narrativity specifically with regard to pictorial objects in order to clarify how pictorial storytelling may be based on the activation of mentally stored action and scene schemas. Approaches from cognitive psychology, such as the work of Schank, Roger C. & Robert P. Abelson. 1977. Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum; Mandler, Jean Matter. 1984. Stories, scripts, and scenes: Aspects of schema theory. London/Hillsdale, NJ: Lawrence Erlbaum; Schank, Roger C. 1995. Tell me a story: Narrative and intelligence. Evanston, IL: Northwestern University Press, suggest that cognition crucially depends on the storage and retrieval of action scripts or schemata, that is, narrative structures, which may occur at various levels of abstraction. These schemas incorporate generalized knowledge about event sequences, such as the order in which specific events will take place; causal, enabling, or conventionalized relations between these events, and what kind of events occur in certain action sequences. There also are scene schemas that are characterized by spatial rather than temporal relations. Further kinds of schemas seem also to play a decisive role. Drawing upon considerations from schema and script theory, I will focus on some concrete examples of pictorial narration, more specifically depictions of the Annunciation of the Virgin Mary, where narrative schema structures become involved and, indeed, the comprehensibility of the pictures as such presuppose mental script representations.

scholarly journals Children’s Experiences of Their Journey to School: Integrating Behaviour Change Frameworks to Inform the Role of the Built Environment in Active School Travel Promotion

2021 ◽  
Vol 18 (9) ◽  
pp. 4992
Author(s):  
Nafsika Michail ◽  
Ayse Ozbil ◽  
Rosie Parnell ◽  
Stephanie Wilkie
Keyword(s):  
Behaviour Change ◽  
Primary Schools ◽  
Theoretical Domains Framework ◽  
Public Health Problem ◽  
Cross Sectional Study ◽  
School Travel ◽  
Cross Sectional ◽  
Active School Travel ◽  
Affective Experiences

Childhood obesity is a public health problem with multiple effects on children’s life. Promoting Active School Travel (AST) could provide an inclusive opportunity for physical activity and shape healthy behaviours. Data for this cross-sectional study were drawn from questionnaires carried out in five primary schools located in Newcastle upon Tyne, UK, in neighbourhoods chosen for their variability in IMD (index of multiple deprivation) and spatial structure of street networks (measured through space syntax measure of integration). A randomly selected and heterogenic sample of 145 pupils (aged 9–10) completed an open-ended questionnaire to state what they like and dislike about their journey to school. Thematic analysis identified four typologies (environmental context, emotions, social influences and trip factors) based on the Theoretical Domains Framework (TDF) and specific themes and sub-themes underlying children’s affective experiences of their journeys to school. This study is the first known to authors to attempt to adapt the Capability, Opportunity and Motivation Behaviour (COM-B) model into AST and children’s experiences and associated behavioural domains with design aspects. Such an insight into children’s attitudes could inform urban planners and designers about how to apply more effective behaviour change interventions, targeting an AST increase among children.

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