The Role of Trait Inferences in Evaluative Conditioning

Evaluative Conditioning (EC) effect is a change in evaluative responding to a neutral stimulus (CS) due to its pairing with a valenced stimulus (US). Traditionally, EC effects are viewed as fundamentally different from per-suasion effects. Inspired by a propositional perspective to EC, four studies (N = 1,284) tested if, like persuasion effects, EC effects can also be driven by trait inferences. Experiments 1-2 found that promoting trait inferences (by pairing people with trait words rather than nouns) increased EC effects. Experiments 3-4 found that under-mining trait inferences (by questioning the validity of those inferences) decreased EC effects. In all experiments, however, EC effects were still significant when trait inferences were invalid. Taken together, our findings (a) suggest that trait inferences can play an important role in EC effects, (b) constrain theoretical models of EC, and (c) have important implications for applied EC interventions.

Adopting Evaluative Conditioning to Improve Coach–Athlete Relationships

Coach–athlete relationships are key to athletes’ well-being, development, training, and sports performance. The present study explored the effect of an evaluative conditioning (EC) intervention on the improvement of coach–athlete relationships. We applied a 6-week EC intervention to the athletes in a volleyball team with two of their coaches involved in the EC while the third coach taken as control. In the EC, we repeatedly presented the coaches’ facial images (i.e., conditioned stimuli) together with positively valenced pictures and words (i.e., unconditioned stimuli) to the athletes. The results showed that the EC intervention led the athletes to recognize their coaches’ neutral faces as showing more happiness, respond faster to coach-positive associations in the implicit association test (IAT), and give higher ratings to the coaches in the Coach–Athlete Relationship Questionnaire (CART-Q). The present study suggests that EC may be adopted as an effective intervention for coach–athlete relationships, altering athletes’ affective associations with their coaches to be more positive and improving their explicitly evaluation of the relationship.

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

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.

Carrots for the donkey: Influence of evaluative conditioning and training on self-paced exercise intensity and delay discounting of exercise in healthy adults

To choose exercise over alternative behaviours, subjective reward evaluation of the potential choices is a principal step in decision making. However, the selection of exercise intensity might integrate acute visceral responses (i.e. pleasant or unpleasant feelings) and motives related to goals (i.e. enjoyment, competition, health). To understand the factors determining the selection of exercise in its intensity and evaluation as a modality, we conducted a study combining exercise training and evaluative conditioning. Evaluative conditioning was performed by using a novel technique using a primary reinforcer (sweetness) as the unconditioned stimulus and physical strain i.e. heart rate elevation as the conditioned stimulus during interval training, using a randomized control design (N = 58). Pre, post-three weeks interval training w/o conditioning, and after 4 weeks follow-up, participants were tested on self-paced speed selection on treadmill measuring heart rate, subjective pleasantness, and effort levels, as well as delay-discounting of exercise and food rewards. Results revealed that the selection of exercise intensity was significantly increased by adaptation to training and evaluative conditioning, revealing the importance of visceral factors as well as learned expected rewards. Delay discounting rates of self-paced exercise were transiently reduced by training but not affected by evaluative conditioning. In conclusion, exercise decisions are suggested to separate the decision-making process into a modality-specific cognitive evaluation of exercise, and an exercise intensity selection based on acute visceral experience integrating effort, pleasantness, and learned rewards.

When words matter: A cross-cultural perspective on lyrics and their relationship to musical emotions

Several studies have investigated emotional reactions to instrumental music. However, studies on the effect of lyrics on emotions are limited. Previous studies suggest that the importance of lyrics may vary cross-culturally. The aim of this study was twofold: to investigate the effects of lyrics on aroused emotions and psychological mechanisms with music and to explore whether these differ cross-culturally. Fifty participants from Portugal and Sweden listened to six musical stimuli based on two songs, one representing each culture. These were presented in three versions each: the original, an instrumental, and the instrumental version with lyrics on the screen. The Portuguese and Swedish participants differed notably: the presence of lyrics did not affect listeners’ happiness in neither group as predicted, but did increase sadness, albeit only in the Portuguese group. Lyrics also increased nostalgia for the Portuguese listeners as predicted and surprise-astonishment for the Swedish listeners. Regarding the mechanisms, lyrics increased the activation of episodic memory in both groups, and the activation of evaluative conditioning, contagion, and visual imagery in the Portuguese group. The present study indicates that lyrics have an effect on musical emotions and mechanisms which vary between groups of different cultural backgrounds.

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

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.