I like it by mere association: Conditioning preferences in infants

Richmond, Jenny L.; Zhao, Jenna; Weidemann, Gabrielle

doi:10.1016/j.jecp.2017.03.015

Cited by 8 publications

(29 citation statements)

References 24 publications

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“…Again, in infancy this first emerges as reciprocated facial emotional expression, gaze following, or joint attention, as well as intentional communication (26,27,(29)(30)(31). Socio-emotional learning is defined as a child's propensity to show conditioned responses to (previously neutral) stimuli when paired with socio-emotional cues (32).…”

Section: The Real Modelmentioning

confidence: 99%

“…For example, socioemotional responsiveness drives preferential attention to threat stimuli, which in turn, escalates responsiveness (36,37). Socio-emotional responsiveness (and attention) also facilitate conditioned learning, whereby unconditioned "super"-stimuli drive (or fail to drive) aversive conditioning to common neutral stimuli (32,(38)(39)(40).…”

Section: The Real Modelmentioning

confidence: 99%

“…The emotional face is a super-stimulus (24,49) that automatically sets off specific neurodevelopmental systems central to human development. Stimuli involving faces and eyes are therefore widely used to investigate emotion processing (28,32,38,43,50,51).…”

Section: Socio-emotional Attentionmentioning

confidence: 99%

“…Thirdly, research to date has shown that young infants have a proclivity for positive socio-emotional stimuli [e.g., (94,95)], and that happy faces can be used in evaluative conditioning paradigms with children (96). Although there are few evaluative conditioning studies that have been conducted with infants (32,(96)(97)(98), one landmark study has found that infants who focus on faces during conditioning tend to show preferences for selecting stimuli that have been paired with a prosocial emotional facial expression [i.e. happy face; (32)] than an angry emotional face.…”

Section: Learningmentioning

confidence: 99%

“…Object pairings will continue until habituation occurs, or if the examiner determines that the infant is becoming too fussy or fatigued to complete any more training test trials. Object pairings will be counterbalanced across children (32). Two outcome measures will be used to determine whether conditioning has occurred (32): (1) looking preferences to the two shapes when shown side by side on the computer monitor (across two 10-s trials), and (2) behavioral choice by examining the object that the infant appeared to prefer (either first touch or longer duration of touch).…”

Section: Eye-tracking Tasksmentioning

confidence: 99%

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Mapping the Specific Pathways to Early-Onset Mental Health Disorders: The “Watch Me Grow for REAL” Study Protocol

et al. 2020

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Background: From birth, the human propensity to selectively attend and respond to critical super-stimuli forms the basis of future socio-emotional development and health. In particular, the first super-stimuli to preferentially engage and elicit responses in the healthy newborn are the physical touch, voice and face/eyes of caregivers. From this grows selective attention and responsiveness to emotional expression, scaffolding the development of empathy, social cognition, and other higher human capacities. In this paper, the protocol for a longitudinal, prospective birth-cohort study is presented. The major aim of this study is to map the emergence of individual differences and disturbances in the system of social-Responsiveness, Emotional Attention, and Learning (REAL) through the first 3 years of life to predict the specific emergence of the major childhood mental health problems, as well as social adjustment and impairment more generally. A further aim of this study is to examine how the REAL variables interact with the quality of environment/caregiver interactions. Methods/Design: A prospective, longitudinal birth-cohort study will be conducted. Data will be collected from four assessments and mothers' electronic medical records. Discussion: This study will be the first to test a clear developmental map of both the unique and specific causes of childhood psychopathology and will identify more precise early intervention targets for children with complex comorbid conditions.

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Section: The Real Modelmentioning

confidence: 99%

Section: The Real Modelmentioning

confidence: 99%

Section: Socio-emotional Attentionmentioning

confidence: 99%

Section: Learningmentioning

confidence: 99%

Section: Eye-tracking Tasksmentioning

confidence: 99%

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Mapping the Specific Pathways to Early-Onset Mental Health Disorders: The “Watch Me Grow for REAL” Study Protocol

et al. 2020

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Learning to like triangles: A longitudinal investigation of evaluative conditioning in infancy

Doyle

Klein

Kemp

et al. 2022

Developmental Psychobiology

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There is tentative evidence that infants can learn preferences through evaluative conditioning to socioemotional stimuli. However, the early development of evaluative conditioning and the factors that may explain infants' capacity to learn through evaluative conditioning are not well understood. Infants (N = 319; 50.2% boys) participated in a longitudinal study where an evaluative conditioning paradigm using socioemotional stimuli was conducted on two occasions (when infants were 7 and 14 months old, on average). We tested whether repeatedly pairing neutral stimuli (triangular and square shapes) with affective stimuli (angry and happy faces) affects infants' preferences for these shapes. At both timepoints, the majority of infants did not choose the shape that was paired with happy faces, indicating that, in general, learning through evaluative conditioning was not present. However, as expected, individual differences were evident such that infants who spent more time fixating on faces compared to shapes (face-preferrers) during the conditioning trials were significantly more likely than non-face-preferrers to choose the shape paired with happy faces, and this effect strengthened with increasing age.

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How to promote healthy eating in preschool children: Evidence from an associative conditioning procedure with non-food stimuli

Halbeisen

Walther

2021

Appetite

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I like it by mere association: Conditioning preferences in infants

Cited by 8 publications

References 24 publications

Mapping the Specific Pathways to Early-Onset Mental Health Disorders: The “Watch Me Grow for REAL” Study Protocol

Mapping the Specific Pathways to Early-Onset Mental Health Disorders: The “Watch Me Grow for REAL” Study Protocol

Learning to like triangles: A longitudinal investigation of evaluative conditioning in infancy

How to promote healthy eating in preschool children: Evidence from an associative conditioning procedure with non-food stimuli

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