This essay examines the Brazilian deforestation debate to explicate the beginnings of a post-modern theory of argumentation. Modernist argumentation reflects two distinct approaches, found in the deforestation controversy. The first approach, ‘universal minimilization,’ presumes that the survival of humanity is sufficient grounds upon which to base argument. The alternative, ‘strategic manipulation,’ results in argument being employed as a technical device to advance one's interest. In place of the modernist approach, we offer an ecocentric theory of argumentation. This conception calls for (...) individuals to set aside differences in values to sustain humanity but at the same time to be sensitive to differences in costs and benefits that accrue from common efforts to persons differently situated. Additionally, this view operates with a tacit working assumption that environmental questions are not discrete entities to be evaluated separately. Rather, people must act collectively on a range of interconnected issues to ensure survival. (shrink)

The aim of the present paper is to examine the contribution of evaluative conditioning (EC) to attitude formation theory in social psychology. This aim is pursued on two fronts. First, evaluative conditioning is analysed for its relevance to social psychological research. We show that conditioned attitudes can be acquired through simple co‐occurrences of a neutral and a valenced stimulus. Moreover, we argue that conditioned attitudes are not confined to direct contact with a valenced stimulus, but can (...) be formed and dynamically reformed indirectly, through association chains. Second, social research is examined in an effort to identify evaluative learning mechanisms. We suggest that several important phenomena in social psychology (e.g., ingroup favouritism, prejudice, name letter effect) are at least partly due to simple mechanisms of evaluative learning. The implications for attitude formation theory and for applied settings are discussed. (shrink)

Evaluative conditioning refers to the changes in liking of an evaluatively neutral stimulus (the conditional stimulus or CS) as a result of merely pairing it with another, already liked or disliked stimulus (the unconditional stimulus or US). We examined whether other, non‐evaluative stimulus properties of a US can also be associatively transferred to a CS. In a series of experiments, we tried to transfer perceptions of the gender of children and the gender of first names. We found (...) evidence for the associative transfer of these properties but only when participants were aware of the contingencies. (shrink)

Evaluative conditioning refers to the changes in liking of an evaluatively neutral stimulus (the conditional stimulus or CS) as a result of merely pairing it with another, already liked or disliked stimulus (the unconditional stimulus or US). We examined whether other, non‐evaluative stimulus properties of a US can also be associatively transferred to a CS. In a series of experiments, we tried to transfer perceptions of the gender of children and the gender of first names. We found (...) evidence for the associative transfer of these properties but only when participants were aware of the contingencies. (shrink)

ABSTRACTEvaluative conditioning is a change in the liking of a stimulus due to its previous pairings with another stimulus. In three...

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. (shrink)

ABSTRACTTreating conditionals as probabilistic statements has been referred to as a defining feature of the “new paradigm” in cognitive psychology. Doing so is attractive for several reasons, but it complicates the problem of assessing the merits of conditional arguments. We consider several variables that relate to judging the persuasiveness of conditional arguments with uncertain premises. We also explore ways of judging the consistency of people's beliefs as represented by components of conditional arguments. Experimental results provide evidence that inconsistencies in beliefs (...) are more prevalent if the arguments’ components are spatially and temporally dispersed than if they are contiguous in space and time. This supports the idea that assuring the consistency among even a small number of beliefs is difficult to do, especially if the beliefs in question are not brought into consciousness at the same time; but consistency can be enhanced when beliefs are considered simultaneously or nea... (shrink)

Supererogatory actions must go beyond duty not only by being optional, but also by being good to do. Understanding the evaluative condition that supererogatory actions must meet is vital in order to understand the very concept of supererogation. I argue for two key features of the goodness of supererogatory actions: firstly, that they are comparative, and secondly, that they are relative. Specifically, I argue that an action meets the evaluative condition of supererogation if and only if it is (...) (i) better than some permissible alternative and (ii) better than (or at least as good as) all permissible alternatives that are (a) as costly or (b) less costly; where the sense in which it is better is relative to a particular beneficiary. Seeing why this is so reveals the complexity of our notion of the supererogatory and captures our intuitions on core and complex cases. Furthermore, it makes room for supererogation’s mirror: the suberogatory. (shrink)

ABSTRACTAcross two studies participants completed a learning phase comprised of two types of trials: context pairing trials in which two words were identical or opposite to one another and evaluative conditioning trials in which a CS was paired with a US. Based on the idea that EC occurs because CS-US pairings function as a symbolic cue about the relation between the CS and the US, we hypothesised that the nature of context pairings might moderate EC effects. Results indicate (...) that identity-based context pairs led to typical assimilative explicit and implicit effects whereas opposition-based pairs led to attenuated effects. Implications and different accounts of our findings are discussed. (shrink)

People prefer linguistic stimuli with an inward (e.g. BODIKA) over those with an outward articulation dynamic (e.g. KODIBA), a phenomenon known as the articulatory in-out effect. Despite its robustness across languages and contexts, the phenomenon is still poorly understood. To learn more about the effect’s boundary conditions, mental representation, and origin, we crossed the in-out effect with evaluative conditioning research. In five experiments (N = 713, three experiments pre-registered), we systematically paired words containing inward versus outward dynamics with (...) pictures of negative versus positive valence. Although this evaluative conditioning procedure reversed the preference for inward over outward words, this was the case only for words with the same consonant sequences as the conditioned words. For words with inward/outward dynamics but different consonant sequences than the conditioned ones, a regular in-out effect emerged. Also, no preference reversal at all emerged for the conditioned consonant sequences when the contingency between single consonants at specific positions and positive/negative valence was zero. Implications of these findings for the in-out effect and evaluative conditioning are discussed. (shrink)

Objective: Body dissatisfaction is a major risk factor underlying vulnerability to eating disorders. Laboratory settings suggest that body dissatisfaction could be improved by using evaluative conditioning (EC). The present study evaluates the feasibility of using an EC app in everyday life and the effects of its use on body dissatisfaction. Method: We designed a game-like app inspired by the Therapeutic Evaluative Conditioning app. 60 participants were randomly assigned to two conditions. Participants in the EC condition had (...) to pair photographs of their own body with positive photographs, while participants in the neutral condition had to pair photographs of their own body with neutral photographs. We tested the effect of use of the app on body dissatisfaction, drive for thinness, self-esteem, mood and eating behaviors. Results: Analysis revealed that participants in all conditions presented a significant decrease in body dissatisfaction and drive for thinness. However, contrary to our hypothesis, these reductions were not greater in the EC condition than in the neutral condition. Conclusions: This is the first study to evaluate the effects of an app-based EC intervention targeting body image. Results appear to be promising and the app could easily be implemented in an ecological setting as it is a low effort, attractive and accessible intervention. However, these findings do not support the idea that evaluative conditioning is responsible for the effects. Results are discussed. (shrink)

ABSTRACTRecent research into evaluative conditioning shows that information about the relationship between the conditioned and unconditioned stimuli can exert strong effects on the size and di...

We investigate two questions, the relevance of memory for evaluative conditioning effects based on smell-taste pairings, and the potential preparedness of smell-taste combinations for...

ABSTRACTResearch that dissociates different types of processes within a given task using a processing tree approach suggests that attitudes may be acquired through evaluative conditioning in the absence of explicit encoding of CS-US pairings in memory. This research distinguishes explicit memory for the CS-US pairings from CS-liking acquired without encoding of CS-US pairs in explicit memory. It has been suggested that the latter effect may be due to an implicit misattribution process that is assumed to operate when US (...) evocativeness is low. In the present research, the latter assumption was supported neither by two high-powered experiments nor by complementary meta-analytic evidence, whereas evocativeness exerted an influence on explicit memory. This pattern of findings is inconsistent with the view that CS-liking acquired without encoding of CS-US pairs in explicit memory reflects an implicit misattribution process at learning. Hence, the underlying learning process is awaiting further empirical scrutiny. (shrink)

Early childhood is an important period for the development of attitudes, such as prejudice or food preferences (e.g. Nicklaus, 2016; Rudman, 2004). Because they are considered core drivers of behav...

A central goal in regulating direct-to-consumer advertising of prescription pharmaceuticals is to ensure that explicit drug claims are truthful. Yet imagery can also alter viewer attitudes, and the degree to which this occurs in DTCA is uncertain. Addressing this data gap, we provide evidence that positive feelings produced by images can promote favourable beliefs about pharmaceuticals. We had participants view a fictitious anti-influenza drug paired with unrelated images that elicited either positive, neutral or negative feelings. Participants who viewed positive images (...) rated the influenza drug as significantly more effective, safe, and beneficial than did participants who viewed negative images. This effect, known as evaluative conditioning, is well described in experimental social psychology but has not previously been shown with pharmaceuticals. We discuss how evaluative conditioning in DTCA may compromise viewer autonomy, and canvass possible regulatory responses. (shrink)

The presented study investigates attitude change using a cross-modal evaluative conditioning paradigm. EC is a change in evaluative responses towards initially neutral stimulus due to its repeated pairing with affectively valenced stimulus. A positive scent of instant chocolate was used together with pictures of homeless people to change affective responses towards neutral names. We show that a classic EC effect, i.e. more negative CS evaluations after its pairing with negative images of the homeless, can be eliminated when (...) a competitive US, i.e. a positive chocolate scent, is present in the environment. Additionally, the study demonstrates chocolate scent selectively increased attitude towards homeless as measured by perceived distance to self and a self-report questionnaire. Moreover, this effect was not mediated by mood changes. We argue that scents can be used to change attitudes towards stigmatized groups. (shrink)

Two experiments were conducted to examine whether the resistance to extinction obtained in evaluative conditioning (EC) studies implies that EC is a qualitatively distinct form of classical conditioning (Baeyens, Eelen, & Crombez, 1995 Baeyens, F, Eelen, P, and Crombez, G, (1995a). Pavlovian associations are forever: On classical conditioning and extinction, Journal of Psychophysiology 9 ((1995a)), pp. 127–141.[Web of Science ®], [Google Scholar]a) or whether it is the result of an nonassociative artefact (Field & Davey, 1997 Field, (...) AP, and Davey, GCL, (1997). Conceptual conditioning: Evidence for an artifactual account of evaluative learning, Learning and Motivation 25 ((1997)), pp. 446–464.[Crossref], [Web of Science ®], [Google Scholar], 1998 Field, AP, and Davey, GCL, (1998). Evaluative conditioning: Arti‐fact or ‐fiction?‐ A reply to Baeyens, De Houwer, Vansteenwegen, and Eelen (1998), Learning and Motivation 29 ((1998)), pp. 475–491.[Crossref], [Web of Science ®], [Google Scholar], 1999 Field, AP, and Davey, GCL, (1999). Reevaluating evaluative conditioning: A nonassociative explanation of conditioning effects in the visual evaluative conditioning paradigm, Journal of Experimental Psychology: Animal Behavior Processes 25 ((1999)), pp. 211–224.[Crossref], [PubMed], [Web of Science ®], [Google Scholar]). Both experiments included between‐subjects control groups in addition to standard within‐subjects control conditions. In Experiment 1, only verbal ratings were measured in order to evaluate the effect of postacquisition CS‐only exposures on EC whereas in Experiment 2, verbal ratings and postextinction priming effects were measured. The results showed that the EC effects are demonstrable in a between‐subjects design and that the extinction procedure did not have any influence on the acquired evaluative value of CSs regardless of whether the verbal ratings or the priming effects were used as dependent variables. The present results provide evidence that EC is resistant to extinction and suggest an interpretation of EC as a qualitatively distinct form of associative learning. (shrink)

Evaluative Conditioning (EC) refers to changes in our liking or disliking of a stimulus due to its pairing with other positive or negative stimuli. In addition to stimulus-based mechanisms, recent research has shown that action-based mechanisms can also lead to EC effects. Research, based on action control theories, has shown that pairing a positive or negative action with a neutral stimulus results in EC effects (Stimulus-Response binding). Similarly, research studies using Operant Conditioning (OC) approaches have also observed (...) EC effects. The aim of the present study is to directly compare EC effects elicited by two different response-based approaches – S-R bindings and OC. To this end, participants were randomly assigned to an S-R binding procedure and an OC procedure. EC effects were measured in conditions and compared. Implications for EC theory are discussed. (shrink)

There is good evidence that, in general, autonomic conditioning in humans occurs only when subjects can verbalize the contingencies of conditioning. However, one form of conditioning, evaluative conditioning (EC), seems exceptional in that a growing body of evidence suggests that it can occur without conscious contingency awareness. As such, EC offers a unique insight into what role contingency awareness might play in associative learning. Despite this evidence, there are reasons to doubt that evaluative (...) class='Hi'>conditioning can occur without conscious awareness. This paper aims to critically review the EC literature and to draw some parallels to what is known about autonomic conditioning. In doing so, some important general issues about measuring contingency awareness are raised. These issues are illustrated with a brief report of an experiment in which a sensitive measure of contingency awareness is compared against a commonly used measure. (shrink)

Generalisation in evaluative conditioning occurs when the valence acquired by a conditional stimulus (CS), after repeated pairing with an unconditional stimulus (US), spreads to stimuli that are similar to the CS (generalisation stimuli, GS). CS evaluations can be updated via CS instructions that conflict with prior conditioning (negative conditioning + positive instruction). We examined whether CS instructions can update GS evaluations after conditioning. We used alien stimuli where one alien (CSp) from a fictional group was (...) paired with pleasant US images and another alien (CSu) from a different group was paired with unpleasant US images. The other members from the two groups were used as GSs. After conditioning, participants received negative CSp instructions and positive CSu instructions. In Experiment 1, explicit and implicit GS evaluations were measured before and after the instructions. In Experiment 2, we used a between-participants design where one group received positive/negative CS instructions while a control group received neutral instructions. In both experiments, the positive/negative CS instructions caused a reversal of explicit GS evaluations and an elimination of implicit GS evaluations. The findings suggest that generalised evaluations can change after CS instructions which may have implications for interventions aimed at reducing negative group attitudes. (shrink)

Research on evaluative conditioning (EC) shows that attitudes can emerge from co-occurrences of stimuli, and accumulating evidence suggests that EC usually depends on memory for these stimulus contingencies. Therefore, processes known to aid memory retention may be relevant for the development of stable attitudes. One such process may be memory consolidation, assumed to be promoted by waking rest and sleep. In two pre-registered experiments, we investigated whether waking rest (vs. cognitive activity, Experiment 1) and sleep (vs. wakefulness, Experiment (...) 2) in between conditioning and measurement of EC, consolidate contingency memory and EC. Contrary to our predictions, waking rest (vs. cognitive activity) promoted neither contingency memory nor EC effects. Sleep (vs. wakefulness) decreased forgetting of contingency memory but crucially, it did not attenuate the impact of counterconditioning on contingency memory. Sleep also did not influence EC effects, nor the reduction of EC by counterconditioning. EC effects in both experiments were predicted by contingency memory. Yet, unexpectedly, EC effects occurred in the absence of contingency memory after waking rest, but neither after sleep nor in the active control conditions. Our findings emphasise a role of contingency memory in EC, but it remains unclear whether this role changes during waking rest. (shrink)

ABSTRACTIn three experiments we investigated whether memory-independent evaluative conditioning and other memory-independent contingency learning effects occur in the valence contingency...

Two experiments are described that investigate the effects of attention in moderating evaluative conditioning (EC) effects in a picture‐picture paradigm in which previously discovered experimental artifacts (e.g., Field & Davey, 1999 Field, AP, and Davey, GCL, (1999). Reevaluating evaluative conditioning: A nonassociative explanation of conditioning effects in the visual evaluative conditioning paradigm, Journal of Experimental Psychology. Animal Behavior Processes 25 ((1999)), pp. 211–224.[Crossref], [PubMed], [Web of Science ®], [Google Scholar]) were overcome by counterbalancing (...) conditioned stimuli (CSs) and unconditioned stimuli (USs) across participants. Conditioned responses for individuals who had attention enhanced were compared against a control group and groups for whom attention was impeded using a distracter task. In a second experiment the effects of attention were dissociated from those of contingency awareness by using backward‐masked US presentations. The results of these experiments indicate that although associative EC effects may not be disrupted by a lack of contingency awareness, attention is an important factor in establishing conditioning. These results shed some light onto the possible boundary conditions that could explain past inconsistencies in obtaining EC effects in the visual paradigm. (shrink)

During evaluative conditioning, a neutral conditional stimulus becomes pleasant or unpleasant after pairings with a positive/negative unconditional stimulus. Measures of US expectancy are...

Volume 34, Issue 8, December 2020, Page 1690-1703.

ABSTRACTTwo high-powered experiments examined the role of evaluative response production in the extinction of evaluative conditioning by positioning EC in the procedural and conceptual framewo...

ABSTRACTWhether valence change during evaluative conditioning is mediated by a link between the conditional stimulus and the unconditional stimulus or between the CS and the unconditional response is a matter of continued debate. Changing the valence of the US after conditioning, known as US revaluation, can be used to dissociate these accounts. Changes in CS valence after US revaluation provide evidence for S-S learning but if CS valence does not change, evidence for S-R learning is found. Support (...) for S-S learning has been provided by most past revaluation studies, but typically the CS and US have been from the same stimulus category, the task instructions have suggested that judgements of the CS should be based on the US, and USs have been mildly valenced stimuli. These factors may bias the results in favour of S-S learning. We examined whether S-R learning would be evident when CSs and USs were taken from different categories, the task instructions were removed, a... (shrink)

Fulcher and Hammerl's (2001) important exploration of the role of contingency awareness in evaluative conditioning (EC) raises a lot of issues for discussion: (1) what boundaries, if any, exist between EC and affective learning paradigms?; (2) if EC does occur without awareness does this mean it is nonpropositional learning?; (3) is EC driven by stimulus-response (S-R), rather than stimulus-stimulus (S-S), associations and if so should it then surprise us that contingency awareness is not important?; and (4) if S-R (...) associations are at the heart of EC, should we automatically assume EC is part of a different learning mechanism to autonomic Pavlovian conditioning (Field, 2000a, 2000b)? This article, after a critical review of Fulcher and Hammerl's work, discusses these issues with reference to what can be realistically inferred about the mechanisms underlying EC. (shrink)

We investigated in two experiments whether selective attention processes modulate evaluative conditioning. Based on the fact that the typical stimuli in an EC paradigm involve an affect-laden unconditioned stimulus and a neutral conditioned stimulus, we started from the assumption that learning might depend in part upon selective attention to the US. Attention to the US was manipulated by including a variant of the Eriksen flanker task in the EC paradigm. Similarly to the original Flanker paradigm, we implemented a (...) target-distracter logic by introducing the CS as the task-relevant stimulus to which the participants had to respond and the US as a task-irrelevant distracter. Experiment 1 showed that CS–US congruence modulated EC if the CS had to be selected against the US. Specifically, EC was more pronounced for congruent CS–US pairs as compared to incongruent CS–US pairs. Experiment 2 disentangled CS–US congruence and CS–US compatibility and suggested that it is indeed CS–US stimulus congruence rather than CS–US response compatibility that modulates EC. (shrink)

ABSTRACTGeneralisation in learning means that learning with one particular stimulus influences responding to other novel stimuli. Such generalisation effects have largely been overlooked within res...

ABSTRACTEvaluative Conditioning is commonly defined as the change in liking of a stimulus due to its pairings with an affective unconditioned stimulus. In Experiment 1, we investigated effects of repeated stimulus pairings on affective responses, i.e. valence and arousal ratings, pupil size, and duration estimation. After repeatedly pairing the CSs with affective USs, a consistent pattern of affective responses emerged: The CSnegative was rated as being more negative and more arousing, resulted in larger pupils, and was temporally overestimated compared (...) to the CSneutral. In Experiment 2, the influence of a mere instruction about the contingency between a CS and US on affective responses was examined. After mere instruction about upcoming pairings between the CS and US, subjective ratings also changed, but there was neither evidence for differential pupillary responses nor for differential temporal processing. The results indicate that EC via pairings or instructions ca... (shrink)