Under what conditions can human affective conditioning occur without contingency awareness? Test of the evaluative conditioning paradigm.

The role of conscious cognitive processes in human affective conditioning remains controversial, with several theories arguing that such conditioning can occur without awareness of the conditioned stimulus (CS)-unconditioned stimulus (UCS) contingency. One specific type of affective conditioning in which unaware conditioning is said to occur is "evaluative conditioning." The present experiment tested the role of contingency awareness by embedding an evaluative conditioning paradigm in a distracting masking task while obtaining, in addition to subjective ratings of affect, both psychophysiological (skin conductance and startle eyeblink) and indirect behavioral (affective priming) measures of conditioning, along with a trial-by-trial measure of awareness from 55 college student participants. Aware participants showed conditioning with all of the measures; unaware participants failed to show conditioning with all measures. The behavioral, neurophysiological, and therapeutic implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluative learning with single versus multiple unconditioned stimuli: The role of contingency awareness.

Evaluative conditioning (EC) is obtained when an initially neutral conditioned stimulus (CS) becomes evaluated positively (negatively) after being paired with an evaluatively positive (negative) unconditioned stimulus (US). Most EC studies have paired a given CS with a single US, but EC has also been obtained when a CS was paired with multiple USs of the same valence. This study compares how both variants of CS–US pairing affect awareness for CS–US pairings and ultimately EC effects. EC was assessed directly and indirectly, using evaluative ratings and the Extrinsic Affective Simon Task. Memory for US identity and US valence was assessed to investigate effects of awareness. The multiple-US condition showed attenuated EC effects compared with the single-US condition. The direct measure showed EC effects when awareness of US valence or US identity was present. The indirect measure showed EC effects only when awareness of US identity was present. Results are discussed with regard to the role of contingency awareness in EC. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classical conditioning of autonomic fear responses is independent of contingency awareness.

The role of contingency awareness in classical conditioning experiments using human subjects is currently under debate. This study took a novel approach to manipulating contingency awareness in a differential Pavlovian conditioning paradigm. Complex sine wave gratings were used as visual conditional stimuli (CS). By manipulating the fundamental spatial frequency of the displays, we were able to construct pairs of stimuli that varied in discriminability. One group of subjects was given an “easy” discrimination, and another was exposed to a “difficult” CS+ and CS–. A 3rd group was exposed to a stimulus that was paired with the unconditional stimulus (UCS) 50% of the time and served as a control. Skin conductance response (SCR) and continuous UCS expectancy data were measured concurrently throughout the experiment. Differential UCS expectancy was found only in the easy discrimination group. Differential SCRs were found in the easy discrimination group as well as in the difficult discrimination group, but not in the 50% contingency control. The difficult discrimination group did not exhibit differential UCS expectancy but did show clear differential SCR. These observations support a dual process interpretation of classical conditioning whereby conditioning on an implicit level can occur without explicit knowledge about the contingencies. The role of contingency awareness in classical conditioning experiments using human subjects is currently under debate. This study took a novel approach to manipulating contingency awareness in a differential Pavlovian conditioning paradigm. Complex sine wave gratings were used as visual conditional stimuli (CS). By manipulating the fundamental spatial frequency of the displays, we were able to construct pairs of stimuli that varied in discriminability. One group of subjects was given an “easy” discrimination, and another was exposed to a “difficult” CS+ and CS–. A 3rd group was exposed to a stimulus that was paired with the unconditional stimulus (UCS) 50% of the time and served as a control. Skin conductance response (SCR) and continuous UCS expectancy data were measured concurrently throughout the experiment. Differential UCS expectancy was found only in the easy discrimination group. Differential SCRs were found in the easy discrimination group as well as in the difficult discrimination group, but not in the 50% contingency control. The difficult discrimination group did not exhibit differential UCS expectancy but did show clear differential SCR. These observations support a dual process interpretation of classical conditioning whereby conditioning on an implicit level can occur without explicit knowledge about the contingencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the respective contributions of awareness of unconditioned stimulus valence and unconditioned stimulus identity in attitude formation through evaluative conditioning.

Evaluative conditioning (EC) is a central mechanism for both classic and current theories of attitude formation. In contrast to Pavlovian conditioning, it is often conceptualized as a form of evaluative learning that occurs without awareness of the conditioned stimulus–unconditioned stimulus (CS-US) contingencies. In the present research, the authors directly address this point by assessing the respective roles of US valence awareness and US identity awareness in attitude formation through EC. Across 4 experiments, EC was assessed with evaluative ratings as well as evaluative priming measures, and the impact of valence and identity awareness on EC was evaluated. EC effects on priming and rating measures occurred only for CSs for which participants could report the associated US valence, and US identity awareness did not further contribute to EC. This finding was obtained both for semantically meaningless (i.e., nonword letter sequences) and meaningful (i.e., consumer products) CSs. These results provide further support for the critical role of contingency awareness in EC, albeit valence awareness, not identity awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluative conditioning in humans: A meta-analysis.

This article presents a meta-analysis of research on evaluative conditioning (EC), defined as a change in the liking of a stimulus (conditioned stimulus; CS) that results from pairing that stimulus with other positive or negative stimuli (unconditioned stimulus; US). Across a total of 214 studies included in the main sample, the mean EC effect was d = .52, with a 95% confidence interval of .466–.582. As estimated from a random-effects model, about 70% of the variance in effect sizes were attributable to true systematic variation rather than sampling error. Moderator analyses were conducted to partially explain this variation, both as a function of concrete aspects of the procedural implementation and as a function of the abstract aspects of the relation between CS and US. Among a range of other findings, EC effects were stronger for high than for low contingency awareness, for supraliminal than for subliminal US presentation, for postacquisition than for postextinction effects, and for self-report than for implicit measures. These findings are discussed with regard to the procedural boundary conditions of EC and theoretical accounts about the mental processes underlying EC. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guilty by mere association: Evaluative conditioning and the spreading attitude effect.

Five experiments investigated the phenomenon that attitude formation is not confined to the co-occurrence of an attitudinal object with an evaluated experience. The pairing of a target with a (dis)liked person not only affects the evaluation of the previously neutral person but spreads to other individuals who are (pre)associated with the target (spreading attitude effect). Exps 1 and 2 provided evidence for the spreading attitude effect in appetitive as well as aversive evaluative conditioning. Exp 3 showed that the spreading attitude effect is a robust phenomenon resistant to extinction. Exp 4 demonstrated that attitude spread can be transferred to 2nd-order conditioning. Finally, Exp 5 supports the notion that the spreading attitude effect is not dependent on cognitive resources. Implications for social as well as applied psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluative conditioning may incur attentional costs.

Evaluative conditioning (EC) refers to changes in the liking of an affectively neutral stimulus (conditioned stimulus, or CS) after pairing this stimulus with an affect-laden stimulus (unconditioned stimulus, or US). Several authors proposed that EC incurs little or no attentional cost. Using a rigorous design, we provide evidence that a reduction in attentional resources may have a negative impact on EC. Additional analyses also revealed that participants correctly encoded fewer CS–US pairings when their attentional resources were depleted. Replicating Pleyers, Corneille, Luminet, and Yzerbyt’s (2007) findings, EC was also obtained only for CSs that could be correctly linked to their associated US in the context of an identification task. This research clarifies the role of higher order processes in EC and has significant practical implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Autonomic and eyeblink conditioning are closely related to contingency awareness: Reply to Wiens and ?hman (2002) and Manns et al (2002).

S. Wiens and A. Ohman (see record 2002-00340-002) disputed the conclusion that Pavlovian conditioning is strongly related to contingency awareness (P. F. Lovibond & D. R. Shanks, see record 2002-00340-001) on the basis that an inappropriate definition of awareness was used. J. R. Manns, R. E. Clark, and L. R. Squire (see record 2002-00340-003) contended that delay eyeblink conditioning is independent of awareness. The authors of the present article consider these arguments, highlight several problems in the new studies described by the commentators, and conclude that there is still little evidence for unconscious conditioning in either subliminal autonomic conditioning or eyeblink conditioning. The most parsimonious account of existing data is that a single learning process gives rise to both awareness and conditioned responding. Further progress in evaluating the possibility of unconscious conditioning would be facilitated by the development of more completely specified and testable dual-process models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of awareness in Pavlovian conditioning: Empirical evidence and theoretical implications.

This article reviews research over the past decade concerning the relationship between Pavlovian conditioning and conscious awareness. The review covers autonomic conditioning, conditioning with subliminal stimuli, eyeblink conditioning, conditioning in amnesia, evaluative conditioning, and conditioning under anesthesia. The bulk of the evidence is consistent with the position that awareness is necessary but not sufficient for conditioned performance, although studies suggestive of conditioning without awareness are identified as worthy of further investigation. Many studies have used inadequate measures of awareness, and strategies for increasing validity and sensitivity are discussed. It is concluded that conditioning may depend on the operation of a propositional system associated with consciousness rather than a separate, lower level system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

I like it because I said that I like it: Evaluative conditioning effects can be based on stimulus-response learning.

Evaluative conditioning (EC) effects are often assumed to be based on a learned mental link between the CS (conditioned stimulus) and the US (unconditioned stimulus). We demonstrate that this link is not the only one that can underlie EC effects, but that if evaluative responses are actually given during the learning phase also a direct link between the CS and an evaluative response—a CS-ER link—can be learned and lead to EC effects. In Experiment 1, CSs were paired with USs and participants were asked to evaluate the pairs during the conditioning phase. Resulting EC effects were unaffected by a later revaluation of the USs, suggesting that these EC effects can be attributed to CS-ER learning rather than to CS-US learning. Experiment 2 replicated Experiment 1 with the difference that no evaluative responses were given during the learning phase. EC effects in this study were influenced by US revaluation, suggesting that these EC effects are mainly based on CS-US learning. In Experiment 3, it was shown that EC effects can be found even if the USs are entirely removed from the procedure and the CSs are only paired with enforced evaluative responses. Together the experiments show that the valence of a stimulus can change because of a contingency with an evaluative response. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Standard delay eyeblink classical conditioning is independent of awareness.

P. F. Lovibond and D. R. Shanks (see record 2002-00340-001) suggested that all forms of classical conditioning depend on awareness of the stimulus contingencies. This article considers the available data for eyeblink classical conditioning, including data from 2 studies (R. E. Clark, J. R. Manns, & L. R. Squire, 2001; J. R. Manns, R. E. Clark, & L. R. Squire, 2001) that were completed too recently to have been considered in their review. In addition, in response to questions raised by P. F. Lovibond and D. R. Shanks, 2 new analyses of data are presented from studies published previously. The available data from humans and experimental animals provide strong evidence that delay eyeblink classical conditioning (but not trace eyeblink classical conditioning) can be acquired and retained independently of the forebrain and independently of awareness. This conclusion applies to standard conditioning paradigms; for example, to single-cue delay conditioning when a tone is used as the conditioned stimulus (CS) and to differential delay conditioning when the positive and negative conditioned stimuli (CS+ and CS-) are a tone and white noise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

I Like Myself but I Don't Know Why: Enhancing Implicit Self-Esteem by Subliminal Evaluative Conditioning.

On the basis of a conceptualization of implicit self-esteem as the implicit attitude toward the self, it was predicted that implicit self-esteem could be enhanced by subliminal evaluative conditioning. In 5 experiments, participants were repeatedly presented with trials in which the word I was paired with positive trait terms. Relative to control conditions, this procedure enhanced implicit self-esteem. The effects generalized across 3 measures of implicit self-esteem (Experiments 1-3). Furthermore, evaluative conditioning enhanced implicit self-esteem among people with low-temporal implicit self-esteem and among people with high-temporal implicit self-esteem (Experiment 4). In addition, it was shown that conditioning enhanced self-esteem to such an extent that it made participants insensitive to negative intelligence feedback (Experiments 5a and 5b). Various implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of operant level, interview with experimenter, and awareness upon verbal conditioning of chronic schizophrenics.

The present research attempted to (a) cross-validate N. D. Vestre's (1961, 1965) findings that medium-operant-level pronouns can be conditioned by "good" in a chronic schizophrenic population, (b) test whether or not high-operant-level pronouns can be conditioned by "good" in a chronic schizophrenic population, and (c) compare the conditionability of high-operant-level with that of medium-operant-level pronouns. It was hypothesized that schizophrenics would be more conditionable following a brief, friendly, personal interview than in the absence of any preconditioning interview. It was expected that awareness of the response-reinforcement contingency would favor conditioning. Both the operant level and interview with experimenter variables were investigated to see whether or not either differentially affected (a) the number of aware Ss and (b) the performance of aware Ss. "Good" functioned as a reinforcer for about 1/4 of the Ss in this study. The most important factor contributing to performance was awareness of the response-reinforcement contingency. Also, reinforcement tended to be more effective when Ss had no (instead of a S-min) preexperimental interview with E. Medium-operant-level pronouns were conditionable, and results of conditionability comparisons between high- and medium-preference pronouns depended upon how performance was measured. The negligible conditionability of high-preference pronouns was discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instructions as discriminative stimuli in verbal conditioning and awareness.

This investigation was to study the effects of preconditioning instructions and type of reinforcer on level of awareness and extent of conditioning. Prior to a conditioning task, Ss in different experimental groups were given varying degrees of information concerning the nature of the reinforcement and the reinforcement contingency. In some groups of Ss the reinforcement consisted of E saying "good" while in other experimental groups the Ss received points as reinforcement. The results indicated that the degree of conditioning and level of awareness were partially dependent upon the amount of information in the preconditioning instruction. However, in experimental groups where only partial information was given, Ss who received points conditioned better than Ss who received "good" even though there were no differences in the level of awareness. The nature of the response class was also found to be an important variable that affected the level of conditioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of assessment type on verbal ratings of conditional stimulus valence and contingency judgments: Implications for the extinction of evaluative learning.

Recent research on causal learning found (a) that causal judgments reflect either the current predictive value of a conditional stimulus (CS) or an integration across the experimental contingencies used in the entire experiment and (b) that postexperimental judgments, rather than the CS's current predictive value, are likely to reflect this integration. In the current study, the authors examined whether verbal valence ratings were subject to similar integration. Assessments of stimulus valence and contingencies responded similarly to variations of reporting requirements, contingency reversal, and extinction, reflecting either current or integrated values. However, affective learning required more trials to reflect a contingency change than did contingency judgments. The integration of valence assessments across training and the fact that affective learning is slow to reflect contingency changes can provide an alternative interpretation for researchers' previous failures to find an effect of extinction training on verbal reports of CS valence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association learning of likes and dislikes: A review of 25 years of research on human evaluative conditioning.

Evaluative conditioning refers to changes in the liking of a stimulus that are due to the fact that the stimulus has been paired with other, positive or negative stimuli. Although evaluative conditioning appears to be subjected to certain boundary conditions, significant evaluative conditioning effects have been obtained using a large variety of stimuli and procedures. Some data suggest that evaluative conditioning can occur under conditions that do not support other forms of Pavlovian conditioning, and several models have been proposed to account for these differences. In the present article, the authors summarize the available literature, draw conclusions where possible, and provide suggestions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypotheses and habits in verbal "operant conditioning.'

The traditional explanation of experiments related to conditioning of verbal behavior in terms of operant conditioning, i.e., learning without awareness, was questioned. It was hypothesized that such conditioning to cues given by E might be based on S's awareness of the cue and assumed meaning of such a stimulus. 2 experiments were performed, 1 where plural nouns were reinforced, and a 2nd to test the generalization of this acquired pattern on a word association test. The usual findings re: conditioning of plural nouns was replicated and there seemed to be a carry-over of the set to the word association test. However, some Ss seemed to be aware of the meaning of such a reinforcer as "um-hm." Moreover, response set was also seen to affect conditionability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctiveness and the Recognition Mirror Effect: Evidence for an Item-Based Criterion Placement Heuristic.

Superior detection and rejection of 1 versus another class of items during recognition is called the mirror effect. Some mirror effects may involve strategic criterion adjustments based on item distinctiveness and its relation to memorability. Three experiments demonstrated mirror effects for known versus unknown scenes and 1 suggested a similar pattern for faces. In opposition to preexperimental familiarity, lures from known and frequently encountered locations were confidently rejected more often than unknown lures. Forgetting and speeding recognition reversed this lure response pattern, suggesting abandonment of strategic adjustment in favor of a single fixed criterion. With sufficient response time and recent encoding, observers demand more evidence for conceptually distinctive items, perhaps because such items typically foster vivid recollection during retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy and awareness in the perception and categorization of male sexual orientation.

For clear and unambiguous social categories, person perception occurs quite accurately from minimal cues. This article addresses the perception of an ambiguous social category (male sexual orientation) from minimal cues. Across 5 studies, the authors examined individuals' actual and self-assessed accuracy when judging male sexual orientation from faces and facial features. Although participants were able to make accurate judgments from multiple facial features (i.e., hair, the eyes, and the mouth area), their perceived accuracy was calibrated with their actual accuracy only when making judgments based on hairstyle, a controllable feature. These findings provide evidence that suggests different processes for extracting social category information during perception: explicit judgments based on obvious cues (hairstyle) and intuitive judgments based on nonobvious cues (information from the eyes and mouth area). Differences in the accuracy of judgments based on targets' controllability and perceivers' awareness of cues provides insight into the processes underlying intuitive predictions and intuitive judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affect and Face Perception: Odors Modulate the Recognition Advantage of Happy Faces.

Previous choice reaction time studies have provided consistent evidence for faster recognition of positive (e.g., happy) than negative (e.g., disgusted) facial expressions. A predominance of positive emotions in normal contexts may partly explain this effect. The present study used pleasant and unpleasant odors to test whether emotional context affects the happy face advantage. Results from 2 experiments indicated that happiness was recognized faster than disgust in a pleasant context, but this advantage disappeared in an unpleasant context because of the slow recognition of happy faces. Odors may modulate the functioning of those emotion-related brain structures that participate in the formation of the perceptual representations of the facial expressions and in the generation of the conceptual knowledge associated with the signaled emotion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)