Abstract
In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.
Highlights
Our social interactions are largely determined by past and present learning about the people we are interacting with
Comparing skin conductance responses (SCRs) responses to the different conditioned stimulus (CS) we found that participants showed largest SCR responses to CS++ and CS+, as compared to CS−
Administered Shocks to CSs As in Experiment 1, we investigated whether learned aversions influenced anti-social behavior by examining how many shocks were administered to the different CSs during Test phase
Summary
Our social interactions are largely determined by past and present learning about the people we are interacting with. One of the most influential ideas in psychology is that human social behavior is, to a large extent, governed by likes and dislikes formed about others (Allport, 1935; Martin and Levey, 1978). People will increasingly prefer to spend time with individuals they learned to like, and try to avoid, or aggress toward those they learned to be afraid of or dislike. An initial, small aversive encounter with a new neighbor might lead to avoidance or aggressions. These behaviors might, in turn, result in retaliatory behavior and, down the road, an escalating circle of self-reinforcing aggression. Given the pervasive impact of negative evaluations on behavior (Chen and Bargh, 1999; Scherer, 2005), it is important to understand how learned negative evaluations are formed and changed during social
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