Human Evaluative Conditioning without Experiencing a Valued Event

Hammerl, Marianne; Grabitz, Hans-Joachim

doi:10.1006/lmot.1996.0015

Cited by 58 publications

(68 citation statements)

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“…This adds on traditional formulations of function generalization based on physical similarity and replicates previous findings on the benefits of using MTS procedures when higher-order classical conditioning procedures do not produce the transfer of the EC effect (Barnes-Holmes et al, 2000)-for example, when backward instead of forward conditioning is employed (see Hammerl & Grabitz, 1996).…”

Section: Discussionsupporting

confidence: 81%

“…In a later study, Walther (2002, Experiment 4) showed that when nonsense syllables were replaced by more meaningful stimuli, such as pictures of male faces, the EC effect could spread through second-order conditioning procedures. Hammerl and Grabitz (1996) showed that when participants were first exposed to unreinforced paired presentations of two stimuli N1-N2, subsequent EC with N2 altered not only N2 affective valence, but also, and most important, N1 valence (see Walther, 2002, for similar results). The same authors noted that this was the case only when forward (i.e., N1-N2), as opposed to backward (i.e., N2-N1), preconditioning pairing was employed.…”

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confidence: 86%

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Derived relations and generalized alteration of preferences

Jiménez

Dougher²,

Luciano

2012

Learn Behav

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The present study examined the role of derived relations in the generalizability of the evaluative conditioning effect. Healthy university students participated. Four geometrical shapes were first established as discriminative stimuli for the contingent presentation of pictograms (B1, B2, C1, and C2, respectively). We then assessed the reinforcing properties of B1 versus B2, and C1 versus C2 by using simultaneous discrimination tasks: at baseline (baseline assessment), after pairing B1 with aversive slides plus noise and B2 with pleasant slides (test I), and after employing equivalence training and testing to establish B1 as equivalent to C1 and B2 as equivalent to C2 (test II). Most participants (82 %) in the experimental condition, as compared with the control conditions (17 % and 10 %), selected the discriminative shapes for B2 (test I) and C2 (test II) on most trials, replicating and extending previous findings. Subsequently, the geometrical shapes were established as equivalent to the letters X, Y, W, and Z, respectively, which then served as antecedent stimuli in simultaneous discrimination tasks as before (test III). As was expected, only participants in the experimental condition showed preference for the novel letters that were established as equivalent to B2-producing and C2-producing shapes. These findings suggest that the evaluative conditioning effect may extend far beyond the stimulus being de/valuated and narrow the behavioral repertoire.Keywords Transfer of functions . Derived generalization . Evaluative conditioning . Consequence devaluation . Key selection . Humans Just as the mythical Greek King Midas turned everything he touched into gold, an affectively relevant learning experience may alter a person's previous preferences in diverse life domains. The observed change in liking that is due to the pairing of stimuli has been regarded as an evaluative conditioning (EC) effect (De Houwer, 2007). EC is a form of Pavlovian conditioning in which a neutral stimulus is paired with an affective stimulus and, as a result, the valence of the neutral stimulus changes. The effects have been observed with a number of measures of liking based on Likert scale ratings and reaction time.Research on EC can be traced back to the early 1950s, but it was the seminal study by Staats and Staats (1957) that stimulated further research on the applications of EC in several domains (for an overview, see De Houwer, Thomas, & Baeyens, 2001). Staats and Staats showed that participants' responses to a semantic differential scale (pleasantness vs. unpleasantness) were significantly modified after secondorder classical conditioning in which nonsense syllables (CS2) were paired with socially established conditioned stimuli (CS1), such as pretty, healthy, stupid, disgusting (CS2 ➔ CS1). Nonsense syllables paired with positive words were evaluated as more pleasant than nonsense syllables paired with negative words. Subsequent research focused on the possible boundary conditions of EC. Within this line, Tryon and Cicero ...

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Section: Discussionsupporting

confidence: 81%

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confidence: 86%

Derived relations and generalized alteration of preferences

Jiménez

Dougher²,

Luciano

2012

Learn Behav

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“…There are also many other experimental situations which have been shown to generate directional shifts in affect. For example, likes and dislikes can be acquired through observation of another individual expressing (dis)like for (what is ostensibly) the same stimulus (Baeyens et al 1996), by temporal juxtaposition of an object with a different (dis)liked stimulus (Baeyens et al 1992;Hammerl & Grabitz, 1996), or even by association with another stimulus for which liking subsequently (and independently) changes (Hammerl & Grabitz, 1996). These situations may all occur in the apparent absence of any explicit recognition of the associations between the test stimuli.…”

Section: If Learning Can Take Place It Probably Willmentioning

confidence: 99%

Food choice and intake: the human factor

Mela

1999

Proc. Nutr. Soc.

150

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Human perceptions and selection of food are derived from the prevailing and momentary food, agro-economic and cultural environment, cognitive and biological characteristics of individuals, and the real and perceived intrinsic and extrinsic attributes of foods themselves. The range of items typically chosen and consumed within a given population is largely determined by interaction of the external environmental context with guiding sets of implicit and explicit social and psychobiological 'rules'. Within the rather broad limits of biology, individual food choices and intake behaviours relate to and reflect aspects of food availability, existing habitual behaviours, learning mechanisms, and individual beliefs and expectations. Many of the relevant features of these variables are uniquely human, together determining what is 'food', when, how, by and with whom it is chosen and eaten, and in what quantities. They also provide the opportunities for individuals to establish and maintain a relatively stable set of culturally and biologically determined affective responses ('likes') and intake behaviours. Understanding of the potential contribution of these influences under different conditions can serve to explain many of the observed characteristics of human eating, and highlight potential avenues for intervention.

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“…Hammerl concludes by arguing that EC is interesting not just because of the awareness issue, but also because it has been shown to be sensitive to sensorypreconditioning (Hammerl & Grabitz, 1996a) and postconditioning revaluation (Hammerl et al, 1997;Baeyens, Eelen, van den Bergh, & Crombez, 1992). In addition, much is made of the apparent finding that EC is resistant to extinction (Baeyens, Eelen, & Crombez, 1995).…”

Section: Theoretical Basis Of Ec: Is It Qualitatively Different From mentioning

confidence: 99%

Evaluative Conditioning Is Pavlovian Conditioning: Issues of Definition, Measurement, and the Theoretical Importance of Contingency Awareness

Field

2000

Consciousness and Cognition

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In her commentary of Field (1999), Hammerl (1999) has drawn attention to several interesting points concerning the issue of contingency awareness in evaluative conditioning. First, she comments on several contentious issues arising from Field's review of the evaluative conditioning literature, second she critiques the data from his pilot study and finally she argues the case that EC is a distinct form of conditioning that can occur in the absence of contingency awareness. With reference to these criticisms, this reply attempts to address Hammerl's comments by exploring the issues of how awareness is defined, how it is best measured, and whether it is reasonable to believe that EC uniformly occurs in the absence of contingency awareness. The article concludes that the available evidence supports Field's proposition that EC is, in fact, Pavlovian learning.

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Human Evaluative Conditioning without Experiencing a Valued Event

Cited by 58 publications

References 0 publications

Derived relations and generalized alteration of preferences

Derived relations and generalized alteration of preferences

Food choice and intake: the human factor

Evaluative Conditioning Is Pavlovian Conditioning: Issues of Definition, Measurement, and the Theoretical Importance of Contingency Awareness

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