Reinforcement frequency, task characteristics, and interval of awareness assessment as factors in verbal conditioning without awareness.

Kennedy, Thomas D.

doi:10.1037/h0030649

Cited by 15 publications

(10 citation statements)

References 11 publications

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“…Several authors have argued that cognitive factors explain classical conditioning when human subjects are used (e.g.. Brewer 1974). Other authors have argued that conditioning can occur in humans without awareness (e.g., Kennedy 1970Kennedy , 1971, or that a cognitive theory does not provide a better explanation of the data than behavioral theories (e.g., Dulany 1974). The present experiment will assess the degree to which awareness of the CS-US contingency played a role in this conditioning.…”

mentioning

confidence: 99%

Classical Conditioning of Preferences for Stimuli

Bierley¹,

McSweeney²,

Vannieuwkerk³

1985

J CONSUM RES

135

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Several authors have recently discussed the implications of classical condittoning tor consumer behavior (e.g., McSweeney and Bierley 1984;Nord and Peter 1980). However, little wnpirical evidence actually shows that classicaJ conditioning can alter behaviors that are of interest to consumer research. The present experiment provides some initial evidence that it can. in this experiment, preference ratings for stimuli that predicted pleasant music were significantly greater than preference ratings for stimuli that predicted the absence of music. These preferences also generalized to other stimuli that resembled the ones actually used.

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mentioning

confidence: 99%

Classical Conditioning of Preferences for Stimuli

Bierley¹,

McSweeney²,

Vannieuwkerk³

1985

J CONSUM RES

135

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“…The theoretical divergences match the empirical findings that are correspondingly divergent (see for instance Greenspoon & Brownstein, 1967;Greenbaum et al, 1968; Kvale, 1968; Kennedy, 1971). Attempts have also been made, however, to explain the empirical divergences in terms of methodological variations and inadequacies (see, apart from the above references, Dixon, 1966;Dulany, 1968; Rosenfeld & Baer, 1969; Gordon, 1970;Silver et al, 1970).…”

mentioning

confidence: 72%

“…To that comes that there is little agreement as to which mental contents should be considered relevant and thus asked about. In verbal conditioning studies some researchers have focused solely on the awarenesses of response-reinforcement contingencies (for instance Spielberger et al, 1966; Kennedy, 1971) whereas others have also taken into regard for instance the subject's awareness of the significance of the reinforcement (i.e. its implicit instructions), and the subject's awareness of his intentions to comply with the instructions (for instance Farber, 1963; Dulany, 1968;Uleman & Vandenbos, 1971).…”

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confidence: 99%

Awareness, conditioning, and information processing in complex learning situations

Lindahl

1973

Scandinavian J Psychology

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Lindahl, Maj‐Britt. Awareness, conditioning, and information processing in complex learning situations. Scand. J. Psychol., 1973, 14, 121–130.‐Learning without awareness was studied with a method involving three phases for each of 2. 10 subjects: (1) a problem solving phase, (2) a phase of applying the solution found in (1), and (3) a test phase. In (2) the solution was applied to the classification of 50 successively presented instances. These were in one condition sampled so that a perceptually easily discriminable basis of classification obtained that was different from and redundant to the one of the solution of phase (1). The results of the test phase showed that this redundant basis of classification influenced the performance of the subjects in this condition despite unawareness of it according to verbal reports. The phenomenon was interpreted as a case of learning without awareness, describable in conditioning terms, that influenced performance. The limitations of this type of learning were discussed, and its relationship to an aware information processing type of learning was outlined.

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“…Kennedy ( 1970Kennedy ( , 1971 found that performance improved slightly in the course of the two or three blocks immediately preceding awareness. This improvement in performance is indicated by a more sensitive measurement of awareness which involves using blocks of 10 words instead of 25.…”

Section: Verbal Operant and Classical Autonomic Conditioningmentioning

confidence: 95%

Awareness: An Understudied Cognitive Factor in Behavior Therapy

Ladouceur

Mercier

1984

Psychol Rep

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Taking into consideration the importance of cognitive factors in behavior therapy, this article argues that the role played by awareness has until now been understudied in this field of therapy. A review of the literature concerning verbal conditioning, classical conditioning, knowledge of results as reinforcement, self-monitoring, effeaiveness of covert and oven practice in the treatment of phobics, perception of self efficacy, and treatment by habit reversal indicates that awareness is an implicit variable present in each case. A reinterpretation of these areas of research is presented. In addition, when this variable is evaluated systematically, the results indicate that the therapeutic impact of awareness has been underestimated. Some potential clinical applications of this position are discussed as are some new avenues of research.The role of cognitive factors in behavior therapy is the subject of considerable discussion (Ladouceur, Bouchard, & Granger, 1977). However, it would be naive and inexact to define all the various aspects of cognitive factors under the same method of treatment. While Ellis (1977) deals mainly with the irrational beliefs haboured by the client, Meichenbaum (1977) aims first and foremost at changing the negative self-verbalizations of the individual, and Beck (1976) seeks to correct the perceptions of depressed patients. On the other hand, Bandura (1977a) elaborates a model of learning which emphasizes the expectations of the subject. According to this construct, the reinforcement does not act as a stimulus-consequence to establish an automatic link between two stimuli but rather as an agent which focuses the subject's attention so that he obtains the maximum information from a given situation. In spite of these differences in the specific processes postulated, several adherents to the cognitive approach agree that the cognitive processes of the individual significantly influence observed behavior and that any therapeutic procedure should directly modify these processes, as a function of the basic postulates of each therapeutic model.Among the cognitive variables commonly postulated (within a mediational model of learning), one finds the following: attention, retention, symbolic coding, short-term and long-term memory, competence, expectancies, and mental imagery (Bandura, 1977a;Mahoney, 1974). It is surprising to find that a phenomenon like awareness has only rarely been approached as a cognitive variable 'directly influencin~ behavior.

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Reinforcement frequency, task characteristics, and interval of awareness assessment as factors in verbal conditioning without awareness.

Cited by 15 publications

References 11 publications

Classical Conditioning of Preferences for Stimuli

Classical Conditioning of Preferences for Stimuli

Awareness, conditioning, and information processing in complex learning situations

Awareness: An Understudied Cognitive Factor in Behavior Therapy

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