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

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)

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)

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)

Negative conditional stimulus valence acquired during fear conditioning may enhance fear relapse and is difficult to remove as it extinguishes slowly and does not respond to the instruction that unconditional stimulus presentations will cease. We examined whether instructions targeting CS valence would be more effective. In Experiment 1, an image of one person was paired with an aversive US, while another was presented alone. After acquisition, participants were given positive information about the CS+ poser and negative information about (...) the CS− poser. Instructions reversed the pattern of differential CS valence present during acquisition and eliminated differential electrodermal responding. In Experiment 2, we compared positive and negative CS revaluation by providing positive/negative information about the CS+ and neutral information about CS−. After positive revaluation, differential valence was removed and differential electrodermal responding remained intact. After negative revaluation, differential valence was strengthened and differential electrodermal responding was eliminated. Unexpectedly, the instructions did not affect the reinstatement of differential electrodermal responding. (shrink)

In previous studies, we found that bodily symptoms can be learned in a differential conditioning paradigm, using odors as conditioned stimuli and CO2-enriched air as unconditioned stimulus . However, this only occurred when the odor CS had a negative valence , and tended to be more pronounced in persons scoring high for Negative Affectivity . This paper considers the necessity and/or sufficiency of awareness of the CS–US contingency in three studies using this paradigm. The relation between contingency awareness (...) and the selective conditioning effect, and between contingency awareness and NA was also considered. Both self reported symptoms and respiratory physiology served as dependent variables. A learning effect on symptoms was found only for participants aware of the CS–US contingency, but not all participants reporting contingency awareness showed a learning effect. No conditioning effects appeared on the physiological measures. Also contingency awareness did not account for the selective conditioning effect, and did not interact with NA. Overall, the necessity but insufficiency hypotheses can only be withhold for group data and not for individual data. (shrink)

Although conditional stimulus (CS)/unconditional stimulus (US) contingency awareness appears to be necessary for human Pavlovian autonomie conditioning, only a selective review of the literature and the forgetting of certain basic, brute facts can allow the cognitive conclusion that awareness causes, or even is important for, conditioning. That conclusion is theoretically barren for explaining the phenomenon and is also of little potential practical use.

Several forms of dietary learning have been identified in humans. These include flavor–flavor learning, flavor–postingestive learning , and learned satiety. Generally, learning is thought to occur in the absence of contingency or demand awareness. However, a review of the literature suggests that this conclusion may be premature because measures of awareness lack the rigor that is found in studies of other kinds of human learning. If associations do configure outside awareness then this should be regarded as a rare instance of (...) automatic learning. Conversely, if awareness is important, then successful learning may be governed by an individual’s beliefs and predilection to attend to stimulus relationships. For researchers of dietary learning this could be critical because it might explain why learning paradigms have a reputation for being unreliable. Since most food preferences are learned, asking questions about awareness can also tell us something fundamental about everyday dietary control. (shrink)

ABSTRACTAfter co-occurrence of a neutral conditioned stimulus with an affective unconditioned stimulus, the evaluation of the CS acquires the US valence. This effect disappears when infor...

The discovery of selective associability of cues in classical conditioning has often been treated as an embarrassment to Pavlov, because he has been represented as a proponent of the "equivalence of associability of cues." According to that doctrine, except for the influence of differences in stimulus intensity, all environmental stimuli are equally susceptible to becoming conditioned stimuli if they are arranged in a suitable time-relation to any effective unconditioned stimulus . The current paper asks whether Pavlov explicitly (...) made such a claim and, if not, whether he could have endorsed equivalence of associability. Scientific controversy, the role that "the classics" play in scientific specialties, and the emblematic standing of the founding figures of a discipline or specialty constitute a framework for discussion of Pavlov's stand on the equivalence of associability. (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)

Reactions to the target article included requests for extensions and elaborations of the schema we proposed and discussions of apparent shortcomings of our approach. In general, we welcome suggestions for extension of the schema to additional kinds of social behavior and to forms of learning other than Pavlovian conditioning. Many of the requested elaborations of the schema are consistent with our approach, but some may limit its generality. Many of the apparent shortcomings that commentators discussed do not seem problematic. Our (...) schema encourages a broad view of the behavioral consequences of Pavlovian conditioning – including learned modifications of responding to the unconditioned stimulus. Costs and benefits addressed by our schema are the long-range reproductive consequences of learning – not the immediate reinforcing consequences of particular conditioned responses. Our approach allows the evolution of learning to yield maladaptive behavior and can be extended to characterize dynamic social interactions. We clarify that ours is not a homeostatic model involving ideal set points, and we clarify and defend our application of Pavlovian concepts to the analysis of social play. (shrink)

Background: Studies of sexual conditioning typically focus on the development of conditioned responses to a stimulus that precedes and has become associated with a sexual unconditioned stimulus (US). Such a sexually conditioned stimulus (CS) provides the opportunity for feed-forward regulation of sexual behavior, which improves the efficiency and effectiveness of the sexual activity. Objective and Design: The present experiments were conducted to provide evidence of such feed-forward regulation of sexual behavior in laboratory studies with domesticated quail (...) by measuring how many fertilized eggs were produced by the female after the sexual encounter. During the conditioning phase, male and female quail received a conditioned stimulus paired with the opportunity to copulate with each other. Results: Sexual conditioning increased the number of eggs that were fertilized as a consequence of copulation, especially if both the male and the female were exposed to the sexual CS. This conditioned fertility effect occurred with a range of CS durations and CS types. The conditioned fertility effect also occurred in situations involving sexual competition. When two males copulated with the same female, DNA fingerprinting showed that the male whose sexual encounter was signaled by a sexual CS was responsible for most of the resulting offspring. Sexual conditioning also reduced the first-male disadvantage in fertilization that occurs when two males copulate with the same female separated by several hours. Another significant finding was that sexual conditioning attenuated the usual drop in fertilization rate that occurs when the same male copulates with two females in succession. Conclusion: These results show that sexual conditioning increases the number of offspring that are produced in both isolated male-female encounters and in situations that involve two males copulating with the same female or one male copulating with more than one female. By increasing fertilization rates, sexual conditioning can alter genetic transmission across generations and shape evolutionary change. Keywords: sexual conditioning; sexual learning; conditioned fertility; sexual competition; quail; pavlovian conditioning (Published: 15 March 2012) Citation: Socioaffective Neuroscience & Psychology 2012, 2 : 17333 - DOI: 10.3402/snp.v2i0.17333. (shrink)

BackgroundThe effect of orgasm on the development and shaping of partner preferences may involve a catalysis of the neurochemical mechanisms of bonding. Therefore, understanding such process is relevant for neuroscience and psychology.MethodsA systematic review was carried out using the terms Orgasm, Sexual Reward, Partner Preference, Pair Bonding, Brain, Learning, Sex, Copulation.ResultsIn humans, concentrations of arousing neurotransmitters and potential bonding neurotransmitters increase during orgasm in the cerebrospinal fluid and the bloodstream. Similarly, studies in animals indicate that those neurotransmitters and others modulate (...) the appetitive and consummatory phases of sexual behavior and reward. This suggests a link between the experience of orgasm/sexual reward and the neurochemical mechanisms of pair bonding. Orgasm/reward functions as an unconditioned stimulus. Some areas in the nervous system function as UCS-dete... (shrink)

Partner preferences are expressed by many social species, including humans. They are commonly observed as selective contacts with an individual, more time spent together, and directed courtship behavior that leads to selective copulation. This review discusses the effect of conditioning on the development of heterosexual and homosexual partner preferences in rodents. Learned preferences may develop when a conditioned stimulus (CS) is associated in contingency with an unconditioned stimulus (UCS) that functions as a reinforcer. Consequently, an individual may (...) display preference for a partner that bears a CS. Some UCS may be more or less reinforcing, depending on when they are experienced, and may be different for males and females. For example, it could be that, only during periods of early development, that stimuli associated with nurture and juvenile play become conditioned. In adulthood, other stimuli such as sexual reward, cohabitation, mild stress, or even pharmacological manipulations may function as reinforcers to condition partner preferences. Evolutionary biologists and psychologists must take into consideration the idea that an individual’s experience with reward (i.e. sexual and pharmacological) can override presumably ‘innate’ mate choices (e.g. assortativeness and orientation) or mate strategies (e.g. monogamy or polygamy) by means of Pavlovian and operant contingencies. In fact, it is likely as innate to learn about the environment in ways that maximize reward and minimize aversive outcomes, making so-called ‘proximate’ causes (e.g. pleasure) ultimately more powerful predictors of social behavior and choice than so-called ‘ultimate’ causes (e.g. genetic or reproductive fitness). Keywords: pavlovian; operant; learning; sex; copulation (Published: 15 March 2012) Citation: Socioaffective Neuroscience & Psychology 2012, 2 : 17340 - DOI: 10.3402/snp.v2i0.17340. (shrink)

Attentional bias to threat has been almost exclusively examined after participants experienced repeated pairings between a conditioned stimulus (CS) and an aversive unconditioned stimulus (US). This study aimed to determine whether threat-related attentional capture can result from observational learning, when participants acquire knowledge of the aversive qualities of a stimulus without themselves experiencing aversive outcomes. Non-clinical young-adult participants (N = 38) first watched a video of an individual (the demonstrator) performing a Pavlovian conditioning task in which (...) one colour was paired with shock (CS+) and another colour was neutral (CS−). They then carried out visual search for a shape-defined target. Oculomotor measures evidenced an attentional bias toward the CS+ colour, suggesting that threat-related attentional capture can ensue from observational learning. Exploratory analyses also revealed that this effect was positively correlated with empathy for the demonstrator. Our findings extend empirical and theoretical knowledge about threat-driven attention and provide valuable insights to better understand the formation of anxiety disorders. (shrink)

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)

A substantial portion of produce harvested around the world is wasted because it does not meet consumers’ shape expectations. Only recently has research begun investigating the causes underlying misshapen produce rejection by consumers. Generally, this limited research has concluded that misshapen produce is subject to an ugly penalty, leading consumers to form biased expectations regarding product attributes (e.g., healthiness, tastiness, or naturalness). In this research, we propose that this ugly penalty extends to the moral valuation of misshapen produce and that (...) this moral penalty is rooted in the feelings of disgust evoked by the visual appearance of such produce. Across five studies and two pilot studies, we show that misshapen fruits and vegetables are disgust elicitors, and that felt disgust causes consumers to make negative moral associations with produce which, in turn, leads to decreased preference. We also show that pairing misshapen produce with a positive unconditioned stimulus (i.e., an image of attractive individuals) is an efficient solution to counteract the effect of this stereotype. This research contributes to the growing body of work demonstrating the link between consumption behaviors, consumer preferences, and morality. (shrink)

The propositional nature of human associative learning is strongly supported by studies of trace eyeblink and fear conditioning, in which awareness of the contingency of a conditioned stimulus upon an unconditioned stimulus is a prerequisite for successful learning. Studies of animal lesion and human imaging suggest that the hippocampus is critical for establishing functional connections between awareness and trace conditioning.

Background: Human sexual classical conditioning effects are less robust compared with those obtained in other animals. The artificiality of the laboratory environment and/or the unconditioned stimulus (US) used (e.g. watching erotic film clips as opposed to participating in sexual activity) may contribute to this discrepancy. The present experiment used a field study design to explore the conditioning of human sexual arousal. Method: Seven heterosexual couples were instructed to include a novel, neutrally preferred scent as the conditioned stimulus (...) (CS+) during sexual interaction and another novel scent during non-sexual coupledinteraction (e.g. watching a movie, studying together). Seven control couples used both scents during nonsexual interaction. Conducted over a 2-week period, both experimental and control couples had three sexual interactions (oral sex and/or intercourse). In addition, experimental couples had three, while the controls had six, non-sexual interactions. Genital responding to and affective preference for the odors were assessed in the laboratory before and after the experience in the men. Results: We observed significantly increased genital responding to the CS+in the experimental relative to the control group; however, conditioned responses were not much stronger than those obtained during laboratory conditioning. Experimental males also showed a trend for decreased preference for the CS-odor. They may have learned that this odor predicted that sexual interaction with their partner would not occur. Conclusion: The present study provides another demonstration of conditioned sexual arousal in men, specifically an instance of such learning that happened in a real-world setting. It also suggests that inhibitory learning may occur, at least with the affective measure. Keywords: sexual classical conditioning; humans; evaluative conditioning (Published: 15 March 2012) Citation: Socioaffective Neuroscience & Psychology 2012, 2 : 17336 - DOI: 10.3402/snp.v2i0.17336. (shrink)