Contingency awareness in evaluative conditioning: A case for unaware affective-evaluative learning

Baeyens, Frank; Eelen, Paul; Bergh, Omer Van den

doi:10.1080/02699939008406760

Cited by 247 publications

(216 citation statements)

References 18 publications

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“…Although this problem has been identified repeatedly in research on EC (Baeyens, Eelen, & Van den Bergh, 1990;Purkis & Lipp, 2001;Shanks & St. John, 1994), it is still common practice to investigate contingency awareness with measures of recollective memory at the end of the experiment. Recently, this problem has received more attention, because different theoretical accounts make different predictions about the role of contingency knowledge during acquisition versus measurement (Bar-Anan et al, 2010;Gast, De Houwer, & De Schryver, 2012, this issue;Gawronski & Walther, 2012).…”

Section: Increased Methodological and Conceptual Sophisticationmentioning

confidence: 99%

“…As outlined by Gawronski and Walther (2012), the latter question INTRODUCTION 16 requires alternative approaches in which awareness of CS-US pairings is manipulated experimentally. Ideally, such studies would also include online measures of conscious awareness during the presentation of CS-US pairings (e.g., Baeyens et al, 1990;Purkis & Lipp, 2001) to resolve the identified ambiguities of recollective memory measures.…”

Section: Increased Methodological and Conceptual Sophisticationmentioning

confidence: 99%

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Evaluative conditioning: Recent developments and future directions

Gast

Gawronski

Houwer

2012

Learning and Motivation

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Evaluative conditioning (EC) is generally considered to be one of the routes via which likes and dislikes are acquired. We identify recent trends in EC research and speculate about the topics that will dominate future research on EC. Many of the recent developments in EC research were shaped by functional definitions of EC that refer only to environmental conditions, but not to mental processes and representations. These functional definitions stimulated the development of and debates between theories about the mental processes that mediate EC. These trends, as well as greater methodological and conceptual sophistication, inspired meta-conditional studies that aim at determining the conditions under which EC is characterized by certain properties. The question of whether EC depends on contingency awareness remains a central topic, albeit with a stronger link to theorizing about underlying mental processes. Other automaticity features have gained enhanced interest, as can for example be seen in research investigating whether EC is goal-independent and whether EC is resource-independent. We argue that future research would benefit from a sharper distinction between processes that operate during acquisition (i.e., when CS-US pairs are presented) and processes that operate during measurement (i.e., when the effects of CS-US pairings are assessed). We conclude with a short summary of all articles in this Special Issue, relating them to the identified trends in EC research.

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Section: Increased Methodological and Conceptual Sophisticationmentioning

confidence: 99%

Section: Increased Methodological and Conceptual Sophisticationmentioning

confidence: 99%

Evaluative conditioning: Recent developments and future directions

Gast

Gawronski

Houwer

2012

Learning and Motivation

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“…Only one study from the EC literature has systematically examined the role of awareness in EC (Baeyens, Eelen & Van den Bergh, 1990a). In this study, pictures of human faces were used as stimuli.…”

Section: Evidence From Ec Studiesmentioning

confidence: 99%

I Like It, but I'm Not Sure Why: Can Evaluative Conditioning Occur without Conscious Awareness?

Field

2000

Consciousness and Cognition

101

120

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“…Most important, as direct effects on associative evaluations can occur even under suboptimal reception conditions (e.g., Dijksterhuis, 2004;M. A. Olson & Fazio, 2001; see also Baeyens, Eelen, & Van den Bergh, 1990;Krosnick, Betz, Jussim, & Lynn, 1992), reception processes may be more important for attitude changes resulting from a direct influence on propositional reasoning but less important for attitude changes resulting from a direct influence on associative evaluations.…”

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confidence: 99%

Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change.

Gawronski

Bodenhausen²

2006

Psychological Bulletin

2,156

167

2,441

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A central theme in recent research on attitudes is the distinction between deliberate, "explicit" attitudes and automatic, "implicit" attitudes. The present article provides an integrative review of the available evidence on implicit and explicit attitude change that is guided by a distinction between associative and propositional processes. Whereas associative processes are characterized by mere activation independent of subjective truth or falsity, propositional reasoning is concerned with the validation of evaluations and beliefs. The proposed associative-propositional evaluation (APE) model makes specific assumptions about the mutual interplay of the 2 processes, implying several mechanisms that lead to symmetric or asymmetric changes in implicit and explicit attitudes. The model integrates a broad range of empirical evidence and implies several new predictions for implicit and explicit attitude change.Keywords: attitude change, cognitive consistency, dual-process models, evaluative conditioning, implicit measures If eras of psychological research can be characterized in terms of general ideas, a major theme of the current era is probably the notion of automaticity. Many aspects of human behavior that have previously been assumed to have their roots in higher order processes of deliberate reasoning are now viewed as resulting from automatic processes that may occur spontaneously and outside of people's awareness or control (Bargh, 1997;Moors & De Houwer, 2006). This perspective is also dominant in contemporary research on attitudes, in which deliberate, "explicit" attitudes are often contrasted with automatic, "implicit" attitudes (Greenwald & Banaji, 1995; Petty, Fazio, & Briñol, in press;Wilson, Lindsey, & Schooler, 2000; Wittenbrink & Schwarz, in press). Whereas the former are usually equated with deliberative, self-reported evaluations, the latter are typically inferred from people's performance on response latency measures, such as the Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998) or sequential priming tasks (Fazio, Jackson, Dunton, & Williams, 1995;Wittenbrink, Judd, & Park, 1997).Even though previous models effectively account for the differential impact of implicit and explicit attitudes on spontaneous and deliberate behavior (e.g., Strack & Deutsch, 2004;Wilson et al., 2000), theories of attitude change still face a considerable asymmetry in integrating the available evidence. Contemporary models of persuasion have been very successful in explaining the influence of different kinds of message cues on self-reported explicit evaluations (Chen & Chaiken, 1999;Kruglanski & Thompson, 1999;Petty & Wegener, 1999; for a review, see Visser & Cooper, 2003). However, changes in implicit attitudes are still largely unexplained. This shortfall has its roots in at least two conceptual issues. First, several models of attitude change do not distinguish between implicit and explicit attitudes in the first place but treat attitudes as a unitary construct (e.g., Chaiken, Liberman, & Eagly, 1989...

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Contingency awareness in evaluative conditioning: A case for unaware affective-evaluative learning

Cited by 247 publications

References 18 publications

Evaluative conditioning: Recent developments and future directions

Evaluative conditioning: Recent developments and future directions

I Like It, but I'm Not Sure Why: Can Evaluative Conditioning Occur without Conscious Awareness?

Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change.

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