The conditioned evocation of attitudes (cognitive conditioning?).

Razran, Gregory

doi:10.1037/h0058778

Cited by 51 publications

(41 citation statements)

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“…The first demonstrations of EC effects date back more than 50 years (Razran, 1954; C. K. Staats & Staats, 1957). C. K. Staats and Staats (1957), for instance, showed that nonsense words that were paired with either positive or negative words acquired the same affective value of the words with which they were paired (see Jaanus, Defares, & Zwaan, 1990, for a review).…”

Section: A Short History Of Evaluative Conditioning Research and Debatesmentioning

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: A Short History Of Evaluative Conditioning Research and Debatesmentioning

confidence: 99%

“…The first demonstrations of EC effects date back more than 50 years (Razran, 1954;C. K. Staats & Staats, 1957).…”

Section: A Short History Of Evaluative Conditioning Research and Debatesmentioning

confidence: 99%

Evaluative conditioning in humans: A meta-analysis.

Hofmann

Houwer

Perugini

et al. 2010

Psychological Bulletin

827

755

View full text Add to dashboard Cite

show abstract

“…In other words, evaluative conditioning can be seen as the learning process through which likes and dislikes are conditioned. Although first introduced by Martin, 1975,Martin andLevey, 1978), this concept has been described several decades ago (Watson and Rayner, 1920,Razran, 1954,Staats and Staats, 1957.…”

Section: Evaluative Conditioningmentioning

confidence: 99%

Appetitive conditioning: Neural bases and implications for psychopathology

Martin‐Soelch

Linthicum

Ernst

2007

Neuroscience & Biobehavioral Reviews

147

146

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Appetitive conditioning is the process through which new rewards are learned and acquire their motivational salience. Although it has the same evolutionary survival significance as aversive conditioning, appetitive conditioning has rarely been studied in humans. This gap may be explained by the difficulty to find in humans suitable appetitive stimuli that can elicit physiological responses similar to those elicited by aversive stimuli.To help remedy this gap, we review the literature on conditioning, with emphasis on appetitive conditioning. This review comprises three parts. First, we examine the different forms of conditioning. Second, we review the neural basis of appetitive conditioning, particularly from a functional neuroimaging perspective. And third, we demonstrate how perturbations in processes involved in appetitive conditioning can be involved in psychopathologies and suggest neurobiological models underlying these pathologies.The ultimate goal of this review is to stimulate new avenues of research that have direct links to molecular biology, and thus could prove to be invaluable to progress in the understanding and treatment of psychiatric disabilities.

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“…This finding provides original evidence that EC is sensitive to the processing goal activated in participants as they encode the CS-US pairings. Razran, 1954), consumer (e.g., Stuart, Shimp & Engle, 1987) and clinical (e.g., Eifert, Craill, Carey & O'Connor, 1988) domains. Theoretically, EC is often regarded as an automatic affective learning process (e.g., Walther, 2002).…”

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confidence: 99%