Evaluative Conditioning with Simultaneous and Sequential Pairings Under Incidental and Intentional Learning Conditions

Abstract

Two studies investigated whether evaluative conditioning (EC) is modulated by pairing schedule (simultaneous vs. sequential) and by the nature of the orienting task. We tested the prediction that simultaneous (but not sequential) EC is obtained without awareness, and whether this modulatory effect supports dual-process theories of attitude acquisition. Results replicated the finding of a simultaneous EC effect in the absence of unconditioned stimulus (US) identity memory; in contrast, sequential EC effects depended on the presence of US identity memory. Yet, both EC effects were larger in the presence than in the absence of US identity memory and depended on the presence of US valence memory. Whereas the findings are consistent with dual learning processes, they can also be accounted for by a single learning process. Conceptual, theoretical, and methodological requirements for distinguishing between single- and dual-process models of EC are discussed.