Evaluative Conditioning (EC) research investigates changes in the evaluation of a stimulus after co-occurrence with an affective stimulus. To explain the motivation behind this research, this review begins with an overview of the history of EC research, followed by a summary of the state of the art with respect to three key questions. First, how should EC procedures be used to influence evaluation? We provide a guide based on evidence concerning the functional properties of EC effects. Second, how does the EC effect occur? We discuss the possible mediating cognitive processes and their automaticity. Third, are EC effects ubiquitous outside the lab? We discuss the evidence for the external validity of EC research. We conclude that the most important open questions pertain to the relevance of EC to everyday life and to the level of control that characterizes the processes that mediate the EC effect after people notice the stimulus co-occurrence. Expected final online publication date for the Annual Review of Psychology, Volume 74 is January 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Evaluations of objects change as a function of our experience with them. We suggest that this also applies to the evaluation of emotions. In three studies, we show that the evaluation of anger changes as a function of direct experience with anger. We found that the experience of anger in a context in which it could be beneficial (i.e., an aggressive computer game) led people to perceive anger as more useful (Study 1). Moreover, people came to evaluate anger less negatively after experiencing anger in a context in which it could be beneficial. These changes did not result from the mere experience of anger or from exposure to an aggressive context (Study 2). Rather, the more anger improved their performance, the less negatively participants came to evaluate anger (Study 3). These findings suggest that how bad anger seems may depend on our direct experience with it.