Evaluative conditioning

Martín, Irene; Levey, A.B.

doi:10.1016/0146-6402(78)90013-9

Cited by 255 publications

(141 citation statements)

References 55 publications

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“…According to the holistic account (Levey & Martin, 1975;Martin & Levey, 1978, the cooccurrence of a CS and a US automatically results in the formation of a holistic representation, which encodes stimulus elements of both the CS and the US, as well as the valence of the US. Once the holistic representation has been formed, the CS can activate this representation and thus the evaluation that was associated with the US.…”

Section: Cs and Usmentioning

confidence: 99%

“…These include learning psychology (e.g., Martin & Levey, 1978), social psychology (e.g., Olson & Fazio, 2001;Walther, 2002), consumer science (e.g., Allen & Janiszewski, 1989;Stuart, Shimp, & Engle, 1987), emotion research (e.g., Mallan & Lipp, 2007;Niedenthal, 1990), neuroscience (Coppens et al, 2006;Everhart & Demaree, 2003), nutrition research (e.g., conditioned taste aversion learning; Bernstein & Webster, 1980), and clinical psychology (e.g., fear conditioning; Olatunji, Lohr, Sawchuk, & Westendorf, 2005; for reviews on EC, see De Houwer et al, 2001;Field, 2005; and De Houwer, in press).…”

Section: A Short History Of Evaluative Conditioning Research and Debatesmentioning

confidence: 99%

“…Holistic account (Levey & Martin, 1975;Martin & Levey, 1978 Automatic formation of holistic CS-US representation • Co-occurrence leads to the enduring formation of a holistic representation that encodes stimulus features of both the CS and US, as well as the valence of the US…”

Section: Theoretical Accounts Of Evaluative Conditioning Effectsmentioning

confidence: 99%

“…Among a range of other findings, EC effects were stronger for high than for low contingency awareness, for supraliminal than for subliminal US presentation, for postacquisition than for postextinction effects, and for self-report than for implicit measures. These findings are discussed with regard to the procedural boundary conditions of EC and theoretical accounts about the mental processes underlying EC.Keywords: evaluative conditioning, affective learning, attitude learning, associative learning, propositional learning One of the most influential ideas in psychology is that human behavior is, to a large extent, governed by likes and dislikes (Allport, 1935;Martin & Levey, 1978). For instance, people prefer the company of people they like and try to avoid those they do not like; people buy and consume products they like rather than those they dislike; and they vote for and support politicians and ideas that they find sympathetic rather than repelling.…”

mentioning

confidence: 99%

“…Keywords: evaluative conditioning, affective learning, attitude learning, associative learning, propositional learning One of the most influential ideas in psychology is that human behavior is, to a large extent, governed by likes and dislikes (Allport, 1935;Martin & Levey, 1978). For instance, people prefer the company of people they like and try to avoid those they do not like; people buy and consume products they like rather than those they dislike; and they vote for and support politicians and ideas that they find sympathetic rather than repelling.…”

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confidence: 99%

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Evaluative conditioning in humans: A meta-analysis.

Hofmann

Houwer

Perugini

et al. 2010

Psychological Bulletin

827

755

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This article presents a meta-analysis of research on evaluative conditioning (EC), defined as a change in the liking of a stimulus (conditioned stimulus; CS) that results from pairing that stimulus with other positive or negative stimuli (unconditioned stimulus; US). Across a total of 214 studies included in the main sample, the mean EC effect was d ϭ .52, with a 95% confidence interval of .466 -.582. As estimated from a random-effects model, about 70% of the variance in effect sizes were attributable to true systematic variation rather than sampling error. Moderator analyses were conducted to partially explain this variation, both as a function of concrete aspects of the procedural implementation and as a function of the abstract aspects of the relation between CS and US. Among a range of other findings, EC effects were stronger for high than for low contingency awareness, for supraliminal than for subliminal US presentation, for postacquisition than for postextinction effects, and for self-report than for implicit measures. These findings are discussed with regard to the procedural boundary conditions of EC and theoretical accounts about the mental processes underlying EC.Keywords: evaluative conditioning, affective learning, attitude learning, associative learning, propositional learning One of the most influential ideas in psychology is that human behavior is, to a large extent, governed by likes and dislikes (Allport, 1935;Martin & Levey, 1978). For instance, people prefer the company of people they like and try to avoid those they do not like; people buy and consume products they like rather than those they dislike; and they vote for and support politicians and ideas that they find sympathetic rather than repelling. Furthermore, preferences influence attention, memory, and judgments and form the basis of our emotional life (Fox, 2009). Given the pervasive impact of preferences on behavior, it is vital for our discipline to understand how preferences are formed and how they can be influenced. Although some likes and dislikes may be genetically determined (Poulton & Menzies, 2002), the vast majority of our preferences are learned rather than innate (Rozin & Millman, 1987). But precisely how humans acquire their likes and dislikes continues to be the subject of vigorous debate (Rozin, 1982;De Houwer, Thomas, & Baeyens, 2001).The present article provides a meta-analysis of research on one possible manner in which likes and dislikes can be learned: evaluative conditioning (EC), which may be best defined as an effect that is attributed to a particular core procedure. Specifically, EC refers to a change in the valence of a stimulus (the effect) that is due to the pairing of that stimulus with another positive or negative stimulus (the procedure) (De Houwer, 2007a;De Houwer et al., 2001). The first stimulus is often referred to as the conditioned stimulus (CS), and the second stimulus is often referred to as the unconditioned stimulus (US). Typically, a CS becomes more positive when it has been paired with a posit...

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Section: Cs and Usmentioning

confidence: 99%