scholarly journals Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model

2018 ◽  
Vol 13 (3) ◽  
Author(s):  
Bertram Gawronski ◽  
Galen V. Bodenhausen
Keyword(s):  
Conditioned Stimulus ◽  
Predictive Power ◽  
Mental Representations ◽  
Evaluation Model ◽  
Evaluative Conditioning ◽  
Learning Mechanisms ◽  
The Core ◽  
Relevant Evidence ◽  
Behavioral Expression ◽  
Current Article

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.

Exploring the Behavioral, Experiential, and Conceptual Dimensions of the Self

2016 ◽  
Vol 21 (3) ◽  
pp. 180-194 ◽  
Author(s):  
Ulrich Weger ◽  
Andreas Meyer ◽  
Johannes Wagemann
Keyword(s):  
The Self ◽  
First Person ◽  
The Core ◽  
Person Perspective ◽  
Behavioral Expression ◽  
Geometrical Shapes ◽  
Third Person ◽  
Current Article ◽  
Third Person Perspective ◽  
Level Of Experience

Abstract. The self has become a prominent field of research in psychology but despite its eminent first-person character, it is typically studied from a third-person perspective. Such a third-person approach is well suited to enquire into the behavioral expression of the sense of selfhood but it does not capture the core experience – the so-called qualia nature – of the self. In the current article we illuminate the challenges that a predominant third-person approach poses to an understanding of the self. We outline two levels of analysis that can complement and enrich a third-person, behavior-focused view, namely the level of experience and the level of conceptual insight. Both these additional levels are accessible via a first-person mode of enquiry and can reveal a degree of richness about the self that reaches beyond a third-person approach. We here provide a methodological justification for such a qualitative mode of enquiry, as well as a synopsis of findings from our own first-person research which involved introspective reports of the authors’ experiences during meditation on geometrical shapes, words, and short phrases.

“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 No Evaluative Conditioning Effects with Briefly Presented Stimuli

2018 ◽  
Author(s):  
Tobias Heycke ◽  
Christoph Stahl
Keyword(s):  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Visual Stimuli ◽  
Neutral Stimulus ◽  
Evaluative Conditioning ◽  
Visual Modality ◽  
Contingency Awareness ◽  
The Us

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 subliminally (i.e., too briefly to be consciously perceived), contingency awareness between CS and US can be ruled out. Hence, EC effects with subliminal 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 and colleagues (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 attempted to replicate this EC effect with different stimuli and 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.

Exploring the Contextual Renewal of Conditioned Attitudes After Counterconditioning

2020 ◽  
Vol 38 (4) ◽  
pp. 287-323
Author(s):  
Bertram Gawronski ◽  
Skylar M. Brannon ◽  
Katarina Blask ◽  
Eva Walther
Keyword(s):  
Conditioned Stimulus ◽  
Boundary Conditions ◽  
Unconditioned Stimulus ◽  
Attitude Change ◽  
Evaluative Conditioning ◽  
Verbal Information

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.

Multistage Decision Processes: The Impact of Attribute Order on How Consumers Mentally Represent Their Choice

2017 ◽  
Vol 44 (6) ◽  
pp. 1307-1324 ◽  
Author(s):  
Rom Y Schrift ◽  
Jeffrey R Parker ◽  
Gal Zauberman ◽  
Shalena Srna
Keyword(s):  
Mental Representations ◽  
Dominant Role ◽  
Decision Processes ◽  
Attribute Level ◽  
Decision Tools ◽  
Initial Stage ◽  
Current Article ◽  
Stage Play ◽  
The Impact ◽  
Made In

Abstract With the ever-increasing number of options from which consumers can choose, many decisions are made in stages. Whether using decision tools to sort, screen, and eliminate options, or intuitively trying to reduce the complexity of a choice, consumers often reach a decision by making sequential, attribute-level choices. The current article explores how the order in which attribute-level choices are made in such multistage decisions affects how consumers mentally represent and categorize their chosen option. The authors find that attribute choices made in the initial stage play a dominant role in how the ultimately chosen option is mentally represented, while later attribute choices serve only to update and refine the representation of that option. Across 13 studies (six of which are reported in the supplemental online materials), the authors find that merely changing the order of attribute choices in multistage decision processes alters how consumers (1) describe the chosen option, (2) perceive its similarity to other available options, (3) categorize it, (4) intend to use it, and (5) replace it. Thus, while the extant decision-making literature has mainly explored how mental representations and categorization impact choice, the current article demonstrates the reverse: that the choice process itself can impact mental representations.

Propositional Versus Dual-Process Accounts of Evaluative Conditioning

2016 ◽  
Vol 43 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Xiaoqing Hu ◽  
Bertram Gawronski ◽  
Robert Balas
Keyword(s):  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Evaluative Conditioning ◽  
Dual Process ◽  
Relational Information ◽  
The Us

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). According to propositional accounts, EC effects should be qualified by the relation between the CS and the US. Dual-process accounts suggest that relational information should qualify EC effects on explicit evaluations, whereas implicit evaluations should reflect the frequency of CS–US co-occurrences. Experiments 1 and 2 showed that, when relational information was provided before the encoding of CS–US pairings, it moderated EC effects on explicit, but not implicit, evaluations. In Experiment 3, relational information moderated EC effects on both explicit and implicit evaluations when it was provided simultaneously with CS–US pairings. Frequency of CS–US pairings had no effect on implicit evaluations. Although the results can be reconciled with both propositional and dual-process accounts, they are more parsimoniously explained by propositional accounts.

Evaluation on Core Competitiveness of Construction Enterprise Based on Multi-Level Gray Evaluation Method

2013 ◽  
Vol 838-841 ◽  
pp. 3096-3101 ◽  
Author(s):  
Guo Fang Qiu ◽  
Hua Feng Gao
Keyword(s):  
Index System ◽  
Evaluation Method ◽  
Evaluation Model ◽  
Core Competitiveness ◽  
Construction Enterprise ◽  
Competitive Index ◽  
Construction Enterprises ◽  
The Core ◽  
Multi Level

The core competitive index system is proposed from construction enterprises characteristics. Due to fuzzy characteristics of core competitive index, a multi-level gray evaluation model is established for construction enterprises. And the effectiveness of this model is illustrated by an example.

Study of the Safety Evaluation of Urban Subway Operation Based on Extenics

2014 ◽  
Vol 919-921 ◽  
pp. 878-882
Author(s):  
Shi Mei Bai ◽  
Hong Sheng Sun ◽  
Yong Chun Zhao
Keyword(s):  
Risk Factors ◽  
Index System ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Safety Evaluation ◽  
Evaluation Index System ◽  
Evaluation Index ◽  
Extension Method ◽  
The Core ◽  
Multi Level

In this context, firstly, the safety evaluation index system of subway operation is established on the basis of the recognition and analysis of risk factors. Then, the paper constructs the multi-level extensible evaluation model for subway operation safety with the extension method as the core. Finally, Beijing Changping subway is studied as an example. The risk degrees of the line and its subsystems are determined. A new method for comprehensive evaluation of subway operation safety in china is put forward.

Propositional Versus Dual-Process Accounts of Evaluative Conditioning

2017 ◽  
Vol 8 (8) ◽  
pp. 858-866 ◽  
Author(s):  
Xiaoqing Hu ◽  
Bertram Gawronski ◽  
Robert Balas
Keyword(s):  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Relative Effectiveness ◽  
Evaluative Conditioning ◽  
Dual Process ◽  
Functional Equivalence ◽  
Single Process ◽  
Implicit And Explicit

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). Expanding on the debate between dual-process and propositional accounts, two studies investigated the relative effectiveness of counter-conditioning and counter-instructions in reversing EC effects on implicit and explicit evaluations. After conditioned evaluations were acquired via CS-US pairings, participants were either (1) presented with repeated CS-US pairings of the opposite valence or (2) given instructions that the CSs will be paired with USs of the opposite valence. Although both procedures reversed previously conditioned explicit evaluations, only directly experienced CS-US pairings reversed previously conditioned implicit evaluations. The findings question the functional equivalence of counter-conditioning and counter-instructions hypothesized by single-process propositional accounts. Yet, they support dual-process accounts, suggesting that associative and propositional processes jointly contribute to EC effects.

scholarly journals The Empowering Effect of Embodied Awareness Practice on Body Structural Map and Sensorimotor Activity: The Case of Feldenkrais Method

2021 ◽  
Vol 11 (12) ◽  
pp. 1599
Author(s):  
Davide Crivelli ◽  
Massimilla Di Ruocco ◽  
Alessandra Balena ◽  
Michela Balconi
Keyword(s):  
Action Observation ◽  
Well Being ◽  
Cortical Activation ◽  
Control Group ◽  
Learning Mechanisms ◽  
Action Execution ◽  
Feldenkrais Method ◽  
Sensorimotor Network ◽  
The Core ◽  
Somatic Learning

While outcomes of embodied awareness practices in terms of improved posture and flexibility, movement efficiency, and well-being are often reported, systematic investigations of such training effects and of the actual nature, extent, and neurofunctional correlates of learning mechanisms thought to lie at the core of such practices are very limited. The present study focused on the Feldenkrais method (FM), one of the most established embodied awareness practices, and aimed at investigating the neurofunctional outcomes of the somatic learning process at the core of the method by testing the modulations induced by a standardized FM protocol on the complexity of practicers’ body structural map and on the activity of their sensorimotor network during different movement-related tasks (i.e., gestures observation, execution, and imagery). Twenty-five participants were randomly divided into an experimental group—which completed a 28-session FM protocol based on guided group practice—and a control group, and underwent pre-/post-training psychometric and electrophysiological assessment. Data analysis highlighted, at the end of the FM protocol, a significant increase of EEG markers of cortical activation (task-related mu desynchronization) in precentral regions during action observation and in central regions during action execution and imagery. Also, posterior regions of the sensorimotor network showed systematic activation during all the action-related tasks.

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