Evaluative Conditioning Paradigm Research Articles

Just Playing the Role of Good Study Participants? Evaluative Conditioning, Demand Compliance, and Agreeableness

Evaluative Conditioning (EC) is the change in liking of stimuli due to their co-occurrence with other valenced stimuli. Recent research has shown stronger EC effects for more agreeable individuals. Because EC procedures are prone to demand characteristics, we hypothesized that more agreeable individuals might simply play the role of good study participants and therefore show stronger EC effects. We tested this in two preregistered experiments (N = 700). In Experiment 1, self-reported Agreeableness and a behavioral measure of Demand Compliance moderated EC. However, Agreeableness and Demand Compliance were uncorrelated, and the moderations were independent. Experiment 2 used an instructional EC paradigm, showing only a moderation by Demand Compliance but not Agreeableness. Our studies imply that although EC effects are related to Demand Compliance, more agreeable participants are not more likely to comply with demand characteristics in EC experiments.

Bridging the gap between autonomous and predetermined paradigms: The role of sampling in evaluative learning.

Whereas most evaluative learning paradigms remove participants' autonomy over the information they receive, other research traditions have demonstrated that information sampling has an important role in learning. We investigated the impact of information sampling on a central evaluative learning paradigm: evaluative conditioning. We compared a traditional evaluative conditioning paradigm with a paradigm in which participants have autonomy over the stimulus pairings they receive. Participants in the high-autonomy condition showed a strong preference for positively paired CSs. Nevertheless, the strength of evaluative conditioning effects was independent of autonomy. Moreover, high-autonomy participants, but not their low-autonomy counterparts, demonstrated a relationship between sampling frequency and evaluations, in line with the interpretation that sampled stimuli become more positive, whereas ignored stimuli become more negative over the course of the learning phase. The present research provides a cornerstone for integrating several research traditions within and beyond the evaluative learning literature, providing a foundation for new insights and more comprehensive theories of evaluative learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Learning to like triangles: A longitudinal investigation of evaluative conditioning in infancy.

There is tentative evidence that infants can learn preferences through evaluative conditioning to socioemotional stimuli. However, the early development of evaluative conditioning and the factors that may explain infants' capacity to learn through evaluative conditioning are not well understood. Infants (N=319; 50.2% boys) participated in a longitudinal study where an evaluative conditioning paradigm using socioemotional stimuli was conducted on two occasions (when infants were 7 and 14 months old, on average). We tested whether repeatedly pairing neutral stimuli (triangular and square shapes) with affective stimuli (angry and happy faces) affects infants' preferences for these shapes. At both timepoints, the majority of infants did not choose the shape that was paired with happy faces, indicating that, in general, learning through evaluative conditioning was not present. However, as expected, individual differences were evident such that infants who spent more time fixating on faces compared to shapes (face-preferrers) during the conditioning trials were significantly more likely than non-face-preferrers to choose the shape paired with happy faces, and this effect strengthened with increasing age.

Are our preferences and evaluations conditioned by the language context?

ABSTRACT Our preferences and evaluations are often affected by contextual factors. One unavoidable context is language. We used an evaluative conditioning (EC) paradigm (pairing neutral stimuli with emotional or neutral stimuli) to investigate whether our evaluations are equally conditioned in a first (L1) and a second language (L2). An EC effect was observed in both languages, however, if in L1 it occurred independently of recollection of the pairing of the stimuli, in second language memory seemed to play a larger role. These results were confirmed using a more implicit measure (memory confusion paradigm). Overall, the results suggest that conditioning occurs both in L1 and L2 but is weaker and more sensitive to memory of the emotional stimuli in L2. The study is the first demonstration that EC is modulated by language and converges with recent findings showing that linguistic context can modulate our behaviours.

Incidental Attitude Formation via the Surveillance Task: A Preregistered Replication of the Olson and Fazio (2001) Study

Evaluative conditioning is one of the most widely studied procedures for establishing and changing attitudes. The surveillance task is a highly cited evaluative-conditioning paradigm and one that is claimed to generate attitudes without awareness. The potential for evaluative-conditioning effects to occur without awareness continues to fuel conceptual, theoretical, and applied developments. Yet few published studies have used this task, and most are characterized by small samples and small effect sizes. We conducted a high-powered (N = 1,478 adult participants), preregistered close replication of the original surveillance-task study (Olson & Fazio, 2001). We obtained evidence for a small evaluative-conditioning effect when “aware” participants were excluded using the original criterion—therefore replicating the original effect. However, no such effect emerged when three other awareness criteria were used. We suggest that there is a need for caution when using evidence from the surveillance-task effect to make theoretical and practical claims about “unaware” evaluative-conditioning effects.

Relapse of evaluative learning-Evidence for reinstatement, renewal, but not spontaneous recovery, of extinguished evaluative learning in a picture-picture evaluative conditioning paradigm.

In evaluative conditioning, if one shape (conditional stimulus [CS]; CSp) is paired with pleasant unconditional stimulus (US) images and another (CSu) is paired with unpleasant US images differential CS valence and US expectancy develops, such that participants evaluate the CSp as more pleasant and more predictive of pleasant images than the CSu. This conditional CS valence and US expectancy can be reduced in an extinction procedure in which the CSs are repeatedly presented alone. We investigated whether evaluative and expectancy learning is subject to relapse (spontaneous recovery, reinstatement, and renewal) after extinction in a picture-picture evaluative conditioning paradigm. In Stream 1, after acquisition and extinction, the spontaneous recovery test was completed after a delay. During the spontaneous recovery test, conditional expectancy learning, but not conditional evaluative learning, returned. In Stream 2, the US pictures were presented in a random stream after extinction (reinstatement manipulation) which led to the return of conditional evaluative and expectancy learning. In Stream 3, after acquisition training in Context A and extinction training in Context B, conditional expectancy and evaluative learning returned when participants completed the renewal test in the acquisition context (Context A; ABA renewal). Overall, the results suggest that conditional evaluative learning is subject to reinstatement and renewal, but not to spontaneous recovery, in a picture-picture evaluative conditioning paradigm. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Effects of Increasing the Negativity of Implicit Outcome Expectancies on Internet Gaming Impulsivity.

Outcome expectancies have been found to play important roles in addictive behaviors. Research has shown that implicit outcome expectancies (OE) were significantly correlated with Internet gaming behaviors among players with Internet gaming disorder (IGD). However, few empirical studies have further examined the relationship between implicit OE and players with IGD. This study first strengthened the implicit association between Internet games and negative outcomes using an evaluative conditioning paradigm (EC) and then examined the effects of increasing the negativity of implicit OE on Internet gaming impulsivity. Thirty-nine college students who were diagnosed as players with IGD participated in the study. Manipulation checks showed that after the EC was introduced, participants associated Internet gaming stimuli more closely with negative outcomes than with positive outcomes. After the implicit OE were effectively altered to be negative, players with IGD performed better in the delay discounting paradigm, showing a lower impulsivity with respect to Internet gaming.

Evaluative conditioning affects the subsequent acquisition of differential fear conditioning as indexed by electrodermal responding and stimulus evaluations.

It is currently unclear whether the acquisition of negative stimulus valence in evaluative and fear conditioning paradigms is interrelated or independent. The present study used a transfer paradigm to address this question. Three groups of participants were trained in a picture-picture evaluative conditioning paradigm before completing acquisition of differential fear conditioning using graphical shapes as conditional stimuli (CSs). In group congruent, the shape used as CS+ (paired with the US during fear conditioning) was paired with negative pictures, whereas the shape used as CS- (presented alone during fear conditioning) was paired with positive pictures. In group incongruent, the shape used as CS+ was paired with positive pictures, whereas the shape used as CS- was paired with negative pictures. In group different, different shapes were employed in evaluative and fear conditioning. Acquisition of differential electrodermal responses emerged within fewer acquisition trials in groups congruent and different than in group incongruent. Transfer of evaluative learning across paradigms was evident only after removal of participants who failed to display evaluative conditioning. The current research indicates that stimulus valence acquired during evaluative conditioning transfers to fear conditioning and will differentially affect the acquisition of fear learning as indexed by subjective evaluations and electrodermal responses. The findings suggest that evaluative and fear conditioning are not independent.

Are there two independent evaluative conditioning effects in relational paradigms? Dissociating the effects of CS-US pairings and their meaning

ABSTRACTRecent research into evaluative conditioning (EC) shows that information about the relationship between the conditioned and unconditioned stimuli can exert strong effects on the size and direction of the EC effect. Additionally, the co-occurrence of these stimuli seems to exert an orthogonal effect on evaluations. This finding has been interpreted as support for two independent types of EC effects. However, previous research devoted to this question relied on aggregated evaluative measures, allowing for alternative interpretations. In four experiments, we developed and validated a multinomial processing tree model that distinguishes effects of the pairings from effects of the meaning of the pairings. Our findings suggest that two independent EC effects contribute to overall evaluative change in a relational EC paradigm. The model that we developed offers a helpful method for future research in that it allows for an assessment of the effects of manipulations on processes rather than overall performance on an evaluative measure.

Atypical Reward-Driven Modulation of Mimicry-Related Neural Activity in Autism.

Autism spectrum disorder (ASD) is characterized by deficits in social functioning and difficulties in forming social bonds. According to the social motivation theory of ASD, people with ASD fail to attend social stimuli because they do not experience them as rewarding, resulting in deficits in social cognition. In neurotypical (NT) individuals, more rewarding faces have been shown to elicit greater spontaneous facial mimicry. This association between reward and mimicry is reduced in people with high autistic traits, suggesting that altered reward processing might explain the deficits in spontaneous facial mimicry observed in individuals with ASD. In a previous study, we observed that learned reward value of a face modulates mimicry-related neural response to it and that this modulation is reduced in people with high autistic traits. Using an identical evaluative conditioning paradigm where neutral faces were conditioned with high and low rewards, we tested the modulating effect of reward value on mimicry-related brain activity in a group of adults with and without ASD. We focused on the activity in a cluster within the inferior frontal gyrus (IFG) identified through an independent meta-analysis of 139 neuroimaging studies of mimicry, in response to passively viewing videos of the conditioned faces. The blood oxygen level dependent (BOLD) response contrast of high- vs. low-reward faces was reduced in participants with ASD compared to NT controls. The extent of reward-driven modulation was negatively correlated with autistic traits across the whole sample. Our results indicate that the mimicry-related brain response is less modulated by learned reward value in individuals with ASD when compared to NT controls. In previous studies, we found in a similar sample that being mimicked by faces was associated with less reward-related brain response in individuals ASD compared to an NT sample, suggesting that the link between reward and mimicry is affected in both directions in ASD. Together, this reduced bidirectional link between reward and mimicry can point to a potential mechanism underlying some of the social cognitive features of ASD.

Are there similarities between emotional and familiarity-based processing in visual word recognition?

Abstract Previous ERP research revealed emotion effects on visual word processing in early time windows (P1) and during later evaluative processing (LPC). In both time windows interactions with word familiarity measures have been reported. Using an evaluative conditioning paradigm participants learned to associate meaningless pseudowords with neutral or negative valence. In addition, one set of pseudowords was learned three times as often as the others in order to manipulate familiarity. Behavioral results confirmed that evaluative conditioning was effective. Small effects of emotion on P1 and of overall conditioning on the LPC were visible, while familiarity only modulated later ERP amplitudes (>300ms). Exploratory analyses demonstrated a functional relationship between P1 and LPC emotion effects but not for familiarity. Post-hoc examinations illustrated that good learners showed effects of emotion and familiarity on LPC amplitudes which were not evident in participants performing below average. These results are discussed in light of questions regarding the representation and processing of valence and familiarity that are of interest for theoretical models of visual word recognition.

When congruence breeds preference: the influence of selective attention processes on evaluative conditioning

ABSTRACTWe investigated in two experiments whether selective attention processes modulate evaluative conditioning (EC). Based on the fact that the typical stimuli in an EC paradigm involve an affect-laden unconditioned stimulus (US) and a neutral conditioned stimulus (CS), we started from the assumption that learning might depend in part upon selective attention to the US. Attention to the US was manipulated by including a variant of the Eriksen flanker task in the EC paradigm. Similarly to the original Flanker paradigm, we implemented a target-distracter logic by introducing the CS as the task-relevant stimulus (i.e. the target) to which the participants had to respond and the US as a task-irrelevant distracter. Experiment 1 showed that CS–US congruence modulated EC if the CS had to be selected against the US. Specifically, EC was more pronounced for congruent CS–US pairs as compared to incongruent CS–US pairs. Experiment 2 disentangled CS–US congruence and CS–US compatibility and suggested that it is indeed CS–US stimulus congruence rather than CS–US response compatibility that modulates EC.

Single-trial evaluative conditioning can be moderated by instructed forgetting.

Evaluative conditioning (EC) is a change in the valence of a conditioned stimulus (CS) due to previous pairing with an affective unconditioned stimulus (US). Several previous studies indicate that EC is related to memory of the CS-US pairs. Previous studies, however, typically cannot distinguish between the influence of CS-US knowledge during measurement and during encoding. In addition, by measuring rather than manipulating memory, they do not test the causal effect of memory on EC. The present study employed a "directed forgetting" procedure to the EC paradigm instructing participants to either forget or remember certain CS-US pairs. We found that EC effects after single learning trials were stronger for to-be-remembered than for to-be-forgotten pairs. Manipulation checks showed that the forgetting manipulation also successfully modulated memory for the target pairs and reduced both retroactive and proactive interference on memory for other pairs. Item-based analyses further demonstrated that the size of EC depended on CS-US memory. The results suggest that EC relies on available memory during measurement of the EC effect.

Autistic Traits Moderate the Impact of Reward Learning on Social Behaviour.

A deficit in empathy has been suggested to underlie social behavioural atypicalities in autism. A parallel theoretical account proposes that reduced social motivation (i.e., low responsivity to social rewards) can account for the said atypicalities. Recent evidence suggests that autistic traits modulate the link between reward and proxy metrics related to empathy. Using an evaluative conditioning paradigm to associate high and low rewards with faces, a previous study has shown that individuals high in autistic traits show reduced spontaneous facial mimicry of faces associated with high vs. low reward. This observation raises the possibility that autistic traits modulate the magnitude of evaluative conditioning. To test this, we investigated (a) if autistic traits could modulate the ability to implicitly associate a reward value to a social stimulus (reward learning/conditioning, using the Implicit Association Task, IAT); (b) if the learned association could modulate participants’ prosocial behaviour (i.e., social reciprocity, measured using the cyberball task); (c) if the strength of this modulation was influenced by autistic traits. In 43 neurotypical participants, we found that autistic traits moderated the relationship of social reward learning on prosocial behaviour but not reward learning itself. This evidence suggests that while autistic traits do not directly influence social reward learning, they modulate the relationship of social rewards with prosocial behaviour. Autism Res 2016, 9: 471–479. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research

Evaluative Conditioning of Food Technologies

ABSTRACTConsumer attitudes play an important role in the acceptance of new technologies. The success of food innovations depends on understanding how consumers form and change attitudes toward food technologies. Earlier post hoc explanations suggest that evaluative conditioning can change consumer attitudes toward food technologies. The present study tests how evaluative conditioning can affect consumer acceptance of new food technologies. Furthermore, authors investigate whether evaluative conditioning is resistant to extinction after a two‐month period and whether the evaluative conditioning effect prevails in a product‐related context. Within an evaluative conditioning paradigm including between‐subjects control groups in addition to standard within‐subjects control conditions, participants were presented with three food technologies (conventional, enzyme, and genetic technology) paired with affectively positive, neutral, and negative pictures. Subsequent evaluative measurements revealed that evaluative conditioning can explain attitude change toward food technologies when affective pictures are used. Furthermore, results indicate that evaluative conditioning is resistant to extinction after two months and acquired evaluative conditioning effect spills over in a product‐related context.

An application of Heider's P–O–X balance model to change evaluative conditioning effects

This study employed the P–O–X balance model within an evaluative conditioning (EC) paradigm as a strategy to change EC effects. First, participants viewed other people (CSs) paired with sentences describing valenced behaviors (USs) intermixed with products (CSs) paired with affective pictures (USs). Second, we created triadic relationships by informing the participants that each CSPerson (dis)liked a particular CSProduct; half the participants experienced either balanced or unbalanced relationships. Results showed that CSs were rated more positively after being paired with pleasant USs than unpleasant USs; more importantly, CSsProduct evaluations were reversed after the establishment of unbalanced triadic relationships (i.e., CSsProduct paired with pleasant USs were evaluated less positively and CSsProduct paired with unpleasant USs were evaluated more positively). This finding suggested that participants restored a position of balance when the conditioned evaluative responses were conflicted.

Evaluative conditioning of food technologies in China: Moderating effect of social trust

This study provides an initial examination of the evaluative conditioning (EC) of consumers’ attitudes toward food technologies in China, including how EC can affect consumer acceptance of new technology when participants possess different levels of social trust. In a study using the EC paradigm and a combination of between-subjects control groups and within-subjects control conditions, participants considered three food technologies (conventional, enzyme, and genetic), paired with affectively positive, neutral, and negative images. Subsequent evaluative measurements revealed that EC can explain attitude formation toward food technologies in China when consumers see affective images, but the strength of the effects varies at different levels of social trust. Participants with a high level of trust in the institutions that promote and regulate the technologies can be conditioned both positively and negatively, independent of food technology. Participants with a low level of trust can be conditioned too, but only when the technology is paired with negative unconditioned stimuli. If social trust is low, positive conditioning of food technologies is not demonstrated in this study.

Changing prejudice with evaluative conditioning

AbstractThe presented study investigates attitude change using a cross-modal evaluative conditioning (EC) paradigm. EC is a change in evaluative responses towards initially neutral stimulus (CS) due to its repeated pairing with affectively valenced stimulus (US). A positive scent of instant chocolate (US+) was used together with pictures of homeless people (US-) to change affective responses towards neutral names (CS). We show that a classic EC effect, i.e. more negative CS evaluations after its pairing with negative images of the homeless, can be eliminated when a competitive US, i.e. a positive chocolate scent, is present in the environment. Additionally, the study demonstrates chocolate scent selectively increased attitude towards homeless as measured by perceived distance to self and a self-report questionnaire. Moreover, this effect was not mediated by mood changes. We argue that scents can be used to change attitudes towards stigmatized groups.

Indirect measures as a signal for evaluative change

Implicit and explicit attitudes can be changed by using evaluative learning procedures. In this contribution we investigated an asymmetric effect of order of administration of indirect and direct measures on the detection of evaluative change: A change in explicit attitudes is more likely detected if they are measured after implicit attitudes, whereas these latter change regardless of the order. This effect was demonstrated in two studies (n=270; n=138) using the self-referencing task whereas it was not found in a third study (n=151) that used a supraliminal sequential evaluative conditioning paradigm. In all studies evaluative change was present only for contingency aware participants. We discuss a potential explanation underlying the order of measure effect entailing that, in some circumstances, an indirect measure is not only a measure but also a signal that can be detected through self-perception processes and further elaborated at the propositional level.

Acquired affective associations induce emotion effects in word recognition: An ERP study

The present study examined how contextual learning and in particular emotionality conditioning impacts the neural processing of words, as possible key factors for the acquisition of words’ emotional connotation. 21 participants learned on five consecutive days associations between meaningless pseudowords and unpleasant or neutral pictures using an evaluative conditioning paradigm. Subsequently, event-related potentials were recorded while participants implicitly processed the learned emotional relevance in a lexical decision paradigm. Emotional and neutral words were presented together with the conditioned pseudowords and a set of new pseudowords. Conditioned and new pseudowords differed in the late positive complex. Emotionally and neutrally conditioned stimuli differed in an early time window (80–120ms) and in the P300. These results replicate ERP effects known from emotion word recognition and indicate that contextual learning and in particular evaluative conditioning is suitable to establish emotional associations in words, and to explain early ERP effects in emotion word recognition.