Abstract
Although propositional models of associative learning are often referred to in the literature on evaluative conditioning (EC), it has not yet been clearly stipulated what propositional models of EC entail. The aim of this paper is to describe in more detail the assumptions of propositional models of EC. This includes a discussion of the core assumption that EC is mediated by propositions about stimulus relations, as well as assumptions about the processes via which those propositions are formed and influence liking. Based on this discussion, I put forward the Integrated Propositional Model that combines a number of these assumptions and discuss some of the predictions that can be derived from this model. The paper ends with a reflection on the limitations and strengths of propositional models of EC.
Highlights
More than 40 years after Levey and Martin’s (1975) seminal paper, research on evaluative conditioning (EC) is still going strong
While acknowledging that EC research would benefit from an increased focus on the practical use of EC, within the context of this special issue, the current paper focuses on ideas about the mechanisms that mediate EC
Despite my efforts to clarify some of the assumptions of propositional models of EC in general and the Integrated Propositional Model (IPM) it will remain difficult if not impossible to refute these models
Summary
Jan De Houwer Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium. Handling editor: Yoav Bar-Anan (Ben Gurion University, Beer-Sheva, Israel) Received: 8 December 2017 Accepted: 18 June 2018 Published: 20 September 2018 Citation: De Houwer, J.
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