What is learned from repeated pairings? On the scope and generalizability of evaluative conditioning.

Abstract

The investigation of evaluative conditioning (EC) has been mainly concerned with the conditioning of individual stimuli. Namely, a specific conditioned stimulus (CS) is paired with a positive or negative unconditioned stimulus and consequently acquires the valence of the unconditioned stimulus. In the present article, we expand the notion of EC to CS cues (e.g., gender) as distinguished from CS objects (e.g., an individual). We developed a conditioning paradigm that allows for the simultaneous investigation of both types of EC effects, evaluative identity conditioning and evaluative cue conditioning. The experiments demonstrate that EC has the potential to change attitudes not only toward CS individuals but also toward CS cues. We applied this twofold approach to both impoverished and more complex learning environments, demonstrating that evaluative identity conditioning is dependent on stimulus complexity while evaluative cue conditioning depends on the complexity of the stimulus context. The findings have distinct implications for the generalization of EC effects as well as for the investigation of EC.