Abstract
ABSTRACTAcross two studies participants completed a learning phase comprised of two types of trials: context pairing trials in which two (valenced or non-valenced) words were identical or opposite to one another and evaluative conditioning (EC) trials in which a CS was paired with a US. Based on the idea that EC occurs because CS-US pairings function as a symbolic cue about the relation between the CS and the US, we hypothesised that the nature of context pairings (identical or opposite) might moderate EC effects. Results indicate that identity-based context pairs led to typical assimilative explicit and implicit effects whereas opposition-based pairs led to attenuated effects. Implications and different accounts of our findings are discussed.
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