Learning to Like or Dislike: Revealing Similarities and Differences Between Evaluative Learning Effects

Houwer, Jan De; Hughes, Sean

doi:10.1177/0963721420924752

Cited by 11 publications

(7 citation statements)

References 17 publications

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“…1) and the increase in participants' rate in “true” judgments (i.e., increases in belief). Experiment 2 replicated the effects and excluded alternative explanations for the discrimination in terms of mere exposure (Mandler et al., 1987; Zajonc, 1968), evaluative conditioning (De Houwer & Hughes, 2020; Levey & Martin, 1975), attribute conditioning (Förderer & Unkelbach, 2014; Unkelbach & Högden, 2019), and memory effects (Hintzman & Block, 1971).…”

Section: Repeating Stereotypes: Increased Belief and Subsequent Discr...mentioning

confidence: 86%

“…Repetition influences several relevant psychological processes for evaluations (see Unkelbach et al., 2007). The prime alternative candidates for the present case are that repetition increased memory for the repeated information (e.g., Hasher & Zacks, 1984; Hintzman & Block, 1971), that the repeated co‐occurrence of positive trait information and the group label or the group colour led to an evaluative conditioning effect (e.g., De Houwer & Hughes, 2020; Levey & Martin, 1975), or that people prefer the group colour due to a mere exposure effect (Zajonc, 1968; 2001). In addition, participants might have misunderstood the truth evaluation as a memory task.…”

Section: Methodsmentioning

confidence: 99%

“…Second, due to the repetition, participants had more exposure to Group 1 compared to Group 2; thus, one might consider the preference for applications from Group 1 a mere exposure effect (Zajonc, 1968, 2001; see Mrkva & van Boven, 2020, for a recent theory on the exposure effect). Third, one might consider the presentation of the groups' names and colours with positive adjectives as evaluative conditioning (De Houwer & Hughes, 2020); that is, a change in the group's evaluation due to the pairing with positive information (e.g., De Houwer, 2007; Unkelbach & Högden, 2019). Because the repetition group had twice as many positive pairings, from an evaluative conditioning perspective, a preference for this group would follow.…”

Section: Methodsmentioning

confidence: 99%

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Repeating stereotypes: Increased belief and subsequent discrimination

Unkelbach

Taşbaş

2022

Euro J Social Psych

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People believe repeated information more than novel information. Classic research on this repetition‐induced truth effect used trivia statements as information and truth ratings as the main DV. We investigate how repeating stereotypes about groups influence the stereotypes' believability and decisions about group members. Participants learned positive stereotypes about two groups of aliens. However, for one group, we repeated the stereotypes. Then, participants completed a mock personnel selection task based on short CVs of the aliens. Finally, participants evaluated the truth of the presented stereotypes. Experiment 1 showed a preference for the group with repeated information and increased belief in repeated information. Experiment 2 replicated this pattern and excluded alternative explanations in terms of better memory, evaluative conditioning, and mere exposure. We thereby provide evidence for the repetition‐induced truth effect in the stereotyping domain and show the influence of mere information repetition on subsequent group‐based discriminatory behaviour.

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Section: Repeating Stereotypes: Increased Belief and Subsequent Discr...mentioning

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Repeating stereotypes: Increased belief and subsequent discrimination

Unkelbach

Taşbaş

2022

Euro J Social Psych

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“…De Houwer and Hughes (2016Hughes ( , 2020 proposed that many instances of evaluative learning may involve a situation where a regularity in the environment is treated as a symbolic cue which signals how people should respond to stimuli. If so, then regularity-based effects may be moderated by the same factors known to moderate the effects of persuasive messages.…”

Section: Discussionmentioning

confidence: 99%

Exploring links between social learning and persuasion: The role of credibility

Kasran

Hughes²,

Houwer

2022

Preprint

Self Cite

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Research often focuses on one of two ways in which evaluative responses can be established or changed: the effects of persuasive messages and the effects of environmental regularities. While the former depend on the symbolic meaning of words and sentences, the latter are often seen as non-symbolic (i.e., the change in liking is assumed to be driven by purely spatiotemporal properties). However, De Houwer and Hughes (2016) introduced the idea that regularities can function as symbols conveying how stimuli are related to one another. If so, there may be important similarities between regularity-based and persuasion-based effects. We applied these ideas to observational evaluative conditioning (OEC), a type of social learning that involves a change in liking that is due to a regularity between the presence of a stimulus and the behavior of a model. Specifically, we tested whether the credibility of the source – a variable known to influence persuasion – moderated OEC effects. In Experiment 1 (n = 298) we first confirmed that our manipulation of source credibility moderated the effectiveness of a verbal message describing how a model reacted to stimuli. In Experiment 2 (n = 301) we replaced this verbal message by a video that actually showed the model reacting to the stimuli. Contrary to predictions, OEC effects were not larger when the model was high in credibility than when the model was low in credibility. We discuss the lack of an impact of source credibility in light of the persuasion literature and suggest potential improvements for future research exploring similarities between social learning and persuasion.

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“…Evaluative conditioning is a form of classic conditioning and can be used for changing preferences by creating a relationship 10.3389/fnhum.2022.886600 between actions and emotional responses (Eder et al, 2019;De Houwer and Hughes, 2020). In the health domain, evaluative conditioning has been successfully implemented in several studies for behavior change although the results have not been fully exclusive (Houben et al, 2010;Hollands et al, 2011;Hollands and Marteau, 2016;Papies, 2017).…”

Section: Conditioningmentioning

confidence: 99%

A framework for application of consumer neuroscience in pro-environmental behavior change interventions

Leeuwis

Bommel²,

Alimardani

2022

Front. Hum. Neurosci.

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Most consumers are aware that climate change is a growing problem and admit that action is needed. However, research shows that consumers' behavior often does not conform to their value and orientations. This valuebehavior gap is due to contextual factors such as price, product design, and social norms as well as individual factors such as personal and hedonic values, environmental beliefs, and the workload capacity an individual can handle. Because of this conflict of interest, consumers have a hard time identifying the true drivers of their behavior, as they are either unaware of or unwilling to acknowledge the processes at play. Therefore, consumer neuroscience methods might provide a valuable tool to uncover the implicit measurements of pro-environmental behavior (PEB). Several studies have already defined neurophysiological differences between green and non-green individuals; however, a behavior change intervention must be developed to motivate PEB among consumers. Motivating behavior with reward or punishment will most likely get users engaged in climate change action via brain structures related to the reward system, such as the amygdala, nucleus accumbens, and (pre)frontal cortex, where the reward information and subsequent affective responses are encoded. The intensity of the reward experience can be increased when the consumer is consciously considering the action to achieve it. This makes goal-directed behavior the potential aim of behavior change interventions. This article provides an extensive review of the neuroscientific evidence for consumer attitude, behavior, and decisionmaking processes in the light of sustainability incentives for behavior change interventions. Based on this review, we aim to unite the current theories and provide future research directions to exploit the power of affective conditioning and neuroscience methods for promoting PEB engagement.

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Learning to Like or Dislike: Revealing Similarities and Differences Between Evaluative Learning Effects

Cited by 11 publications

References 17 publications

Repeating stereotypes: Increased belief and subsequent discrimination

Repeating stereotypes: Increased belief and subsequent discrimination

Exploring links between social learning and persuasion: The role of credibility

A framework for application of consumer neuroscience in pro-environmental behavior change interventions

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