The conditioning of evaluative meaning

Pree, B.J. Bakker-De; Defares, P.B.; Zwaan, E.J.

doi:10.1016/0001-6918(70)90106-x

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…The spreading attitude effect can show how these incidental observations can lead to affective consequences. Support for the hypothesis that evaluative learning is not dependent on cognitive resources comes from other evaluative conditioning studies, in which distraction during the conditioning period facilitated rather than inhibited conditioning (Bakker-De Pree, Defares, & Zwaan, 1970). A test for the idea that spreading attitudes are also not affected by reduced capacity may come from a procedure in which researchers apply cognitive load by asking participants to rehearse an eight-digit number.…”

Section: Awareness Effectsmentioning

confidence: 99%

Guilty by mere association: Evaluative conditioning and the spreading attitude effect.

Walther¹

2002

Journal of Personality and Social Psychology

217

253

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Five experiments investigated the phenomenon that attitude formation is not confined to the co-occurrence of an attitudinal object with an evaluated experience. The pairing of a target with a (dis)liked person not only affects the evaluation of the previously neutral person but spreads to other individuals who are (pre)associated with the target (spreading attitude effect). Experiments 1 and 2 provided evidence for the spreading attitude effect in appetitive as well as aversive evaluative conditioning. Experiment 3 showed that the spreading attitude effect is a robust phenomenon resistant to extinction. Experiment 4 demonstrated that attitude spread can be transferred to 2nd-order conditioning. Finally, Experiment 5 supports the notion that the spreading attitude effect is not dependent on cognitive resources. Implications for social as well as applied psychology are discussed.

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Section: Awareness Effectsmentioning

confidence: 99%

Guilty by mere association: Evaluative conditioning and the spreading attitude effect.

Walther¹

2002

Journal of Personality and Social Psychology

217

253

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“…The SMP-DSI was based on D'Zurilla and Goldfried's18 problem solving therapy, Holman and Lorig's19 core self-management skills and Bakker's20 constructive behavioural analysis, aiming to support the individual to develop feasible solutions and inviting reflection on recent successful behaviour. The theoretical background and overview of the SMP-DSI are described in the study protocol 14.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of nurses’ changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care: a qualitative study

et al. 2016

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ObjectivesTo gain insights into the process of nurses’ changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care, and into the factors that contributed to these changes in their perceptions.DesignQualitative study alongside a cluster randomised controlled trial.Setting17 long-term care homes spread across the Netherlands.Participants34 licensed practical nurses supporting 54 dual sensory impaired older adults.InterventionA 5-month training programme designed to enable nurses to support the self-management of dual sensory impaired older adults in long-term care.Primary outcomesNurses’ perceptions on relevance and feasibility of the self-management programme collected from nurses’ semistructured coaching diaries over the 5-month training and intervention period, as well as from trainers’ reports.ResultsNurses’ initial negative perceptions on relevance and feasibility of the intervention changed to positive as nurses better understood the concept of autonomy. Through interactions with older adults and by self-evaluations of the effect of their behaviour, nurses discovered that their usual care conflicted with client autonomy. From that moment, nurses felt encouraged to adapt their behaviour to the older adults’ autonomy needs. However, nurses’ initial unfamiliarity with conversation techniques required a longer exploration period than planned. Once client autonomy was understood, nurses recommended expanding the intervention as a generic approach to all their clients, whether dual sensory impaired or not.ConclusionsLongitudinal data collection enabled exploration of nurses’ changes in perceptions when moving towards self-management support. The training programme stimulated nurses to go beyond ‘protocol thinking’, discovering client autonomy and exploring the need for their own behavioural adaptations. Educational programmes for practical nurses should offer more longitudinal coaching of autonomy supportive conversational skills. Intervention programming should acknowledge that change is a process rather than an event, and should include self-evaluations of professional behaviours over a period of time.Trial registration numberNCT01217502, Post-results.

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“…Staats (1969) has replied, and other works (Zanna, et al, 1970;Bakker-DePree, et al, 1970;Miller, 1966) (Franklin, 1969).…”

Section: Sutherland's 4th Propositionmentioning

confidence: 99%

Differential Association and Learning Principles Revisited

Adams

1973

Social Problems

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The conditioning of evaluative meaning

Cited by 6 publications

References 8 publications

Guilty by mere association: Evaluative conditioning and the spreading attitude effect.

Guilty by mere association: Evaluative conditioning and the spreading attitude effect.

Evaluation of nurses’ changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care: a qualitative study

Differential Association and Learning Principles Revisited

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