Does evaluative conditioning depend on awareness? Evidence from a continuous flash suppression paradigm.

Högden, Fabia; Hütter, Mandy; Unkelbach, Christian

doi:10.1037/xlm0000533

Cited by 18 publications

(21 citation statements)

References 67 publications

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“…Although some studies suggest that EC effects can be obtained with subliminal presentations of either the CSs (e.g.,Gawronski & LeBel, 2008) or the USs (e.g.,Rydell, McConnell, Mackie, & Strain, 2006), all successful demonstrations of subliminal EC suffer from methodological limitations (for reviews, seeCorneille & Stahl, 2018;Sweldens et al, 2014). Conversely, all studies that do not suffer from these limitations failed to obtain evidence for subliminal EC (e.g.,Högden, Hütter, & Unkelbach, 2018;Stahl et al, 2016).…”

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confidence: 99%

Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model

Gawronski

Bodenhausen

2018

SPB

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Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a positive or negative unconditioned stimulus (US). According to the associative-propositional evaluation (APE) model, EC effects can be the result of two functionally distinct learning mechanisms: associative and propositional learning. The current article reviews the core assumptions of the APE model regarding (1) the defining features of associative and propositional learning, (2) the mental representations resulting from the two learning mechanisms, (3) the processes involved in the behavioral expression of these representations, and (4) the automatic versus controlled nature of the processes underlying EC effects. In addition to reviewing the core assumptions of the APE model, the article reviews relevant evidence to illustrate the theory’s main hypotheses, its explanatory and predictive power, as well as empirical challenges for the theory.

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confidence: 99%

Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model

Gawronski

Bodenhausen

2018

SPB

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“…From the lower to the stronger state of consciousness, the perception can be subliminal (unattended), subliminal (attended), preconscious and conscious. As we saw, reducing the stimulus strength (e.g., or the top-down attention allocated to the CS (e.g., Dedonder et al, 2013;Högden et al 2018) or the CS-US pairings (e.g.,…”

Section: At Te Nt I On a L Re S O Ur Ce Smentioning

confidence: 59%

“…Experimental studies that prevented the explicit encoding of CS-US pairings in memory generally found weak evidence for memory-independent EC. This conclusion was supported in experiments that failed to obtain a significant EC effect when participants' cognitive resources were taxed at learning (e.g., Davies et al, 2012;Dedonder et al, 2010;Pleyers et al, 2009;Kattner, 2012) or when participants were exposed to briefly presented (e.g., Hofmann et al, 2010;; see however Greenwald & De Houwer, 2017), parafoveally presented (Dedonder et al, 2013), or visually suppressed (Högden et al, 2018) stimuli.…”

Section: Introductionmentioning

confidence: 92%

“…When contingency awareness is prevented by presenting the CS very briefly , or parafoveally (Dedonder, Corneille, Bertinchamps, & Yzerbyt, 2014) or when suppressing it through a Continuous Flash Suppression procedure (Högden, Hütter, & Unkelbach, 2018) no EC effect is observed. In two unpublished experiments (Mierop, Corneille, Stahl, & Vermeulen, unpublished), we adapted the attentional blink paradigm (Duncan, Ward, & Shapiro, 1994) and developed a new EC paradigm designed to manipulate awareness independently of attentional resources and perception.…”

Section: Co Nt I Ng E Nc Y a W A R En E S Smentioning

confidence: 99%

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How associative is evaluative conditioning? An empirical investigation at the attitude acquisition and attitude change stages

Mierop¹

2019

Preprint

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This doctoral thesis examines the contribution of associative learning toevaluative conditioning effects (EC). Associative learning in attitude researchis assumed to involve the automatic formation of unqualified links betweenconditioned (CS) and unconditioned (US) stimuli in memory. We addressed the« automaticity » assumption by examining the role of awareness in EC, and theefficiency of EC. The « unqualified » assumption was addressed by examiningthe reciprocity of US-to-CS and CS-to-US effects following CS-US pairings, andthe sensitivity of EC to a change in CS-US regularities. Results from multipleexperiments question both the automatic and unqualified EC assumptions.Therefore, this doctoral research challenges the view that associative learningprocesses play a role in EC and, more generally, the validity of dual-learningmodels of attitudes.

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“…This belief is also in accordance with a few recent studies that have questioned the evidence for the high-level processing of other kinds of stimuli rather than faces and words. These studies may potentially shed doubt on whether higher-level cognitive tasks could be accomplished during interocular suppression: numerical priming (Hesselmann and Knops, 2014; Hesselmann et al, 2015), audio-visual integration (Moors et al, 2015); scene congruency (Moors et al, 2016), and evaluative learning (Högden et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Emotion in Chinese Words Could Not Be Extracted in Continuous Flash Suppression

Cheng

Ding

Jiang

et al. 2019

Front. Hum. Neurosci.

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Previous studies have demonstrated the automatic vigilance effect for faces and pictures and have attributed it to the brain’s prioritized unconscious evaluation of early evolutionary stimuli that are critical to survival. Whether this effect exists for evolutionarily more recent stimuli, such as written words, has become the center of much debate. Apparently contradicting results have been reported in different languages, such as Hebrew, English, and Traditional Chinese (TC), with regard to the unconscious processing of emotional words in breaking continuous flash suppression (b-CFS). Our current study used two experiments (with two-character words or single-character words) to verify whether the emotional valence or the length of Simplified Chinese (SC) words would modulate conscious access in b-CFS. We failed to replicate the findings reported in Yang and Yeh (2011) using TC, but found that complex high-level emotional information could not be extracted from interocularly suppressed words regardless of their length. Our findings comply with the distinction between subliminal and preconscious states in Global Neuronal Workspace Theory and support the current notion that preconsciousness or partial awareness may be indispensable for high-level cognitive tasks such as reading comprehension.

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Does evaluative conditioning depend on awareness? Evidence from a continuous flash suppression paradigm.

Cited by 18 publications

References 67 publications

Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model

Evaluative Conditioning From the Perspective of the Associative-Propositional Evaluation Model

How associative is evaluative conditioning? An empirical investigation at the attitude acquisition and attitude change stages

Emotion in Chinese Words Could Not Be Extracted in Continuous Flash Suppression

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