The effect of evaluation on co-occurrence memory judgement

Bar‐Anan, Yoav; Amzaleg-David, Efrat

doi:10.1080/02699931.2013.867835

Cited by 13 publications

(10 citation statements)

References 33 publications

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“…In sum, the use of affect-as-information will increase the EC effect observed with CSs classified as “aware,” but will decrease the EC effect observed with CSs classified as “unaware.” This can explain the emergence of a reversed EC effect for unaware CSs observed by Stahl et al (2009; see also Förderer & Unkelbach, 2013). In addition, recent research has shown that participants do in fact rely on their feelings when answering contingency awareness questions (Bar-Anan & Amzaleg-David, in press), confirming the concerns raised in the simulation conducted by Hütter et al (2012).…”

Section: The Correlational Approach: From Participants To Css and Frosupporting

confidence: 62%

The Role of Awareness in Attitude Formation Through Evaluative Conditioning

Sweldens

Corneille

Yzerbyt

2014

Pers Soc Psychol Rev

109

127

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This article provides a review of past and contemporary debates regarding the role of awareness in attitude formation through evaluative conditioning (EC), that is, by repeatedly pairing a stimulus with other stimuli of positive or negative valence. Because EC is considered the most prototypical method to form and change the network of evaluative associations in memory, the role of awareness in this effect is critical to the question of whether attitudes may be formed and changed through dual processes. We analyze the reasons why there has been so much discussion and disagreement regarding the role of awareness, review past and contemporary methodologies and their limitations, discuss the role of mental processes and conditioning procedures, and identify promising directions for future research in this area.

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Section: The Correlational Approach: From Participants To Css and Frosupporting

confidence: 62%

The Role of Awareness in Attitude Formation Through Evaluative Conditioning

Sweldens

Corneille

Yzerbyt

2014

Pers Soc Psychol Rev

109

127

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“…If indeed contingency awareness does not increase the effect of pairing on evaluation, it might suggest that previous findings of positive correlation between contingency memory and evaluation did not reflect a causal relation with awareness as the cause and evaluation as the effect (for evidence of the opposite causal relation, see Amzaleg-David, 2014, andBar-Anan, De Houwer, &Nosek, 2010). The present results are incompatible with the propositional perspective on learning (Mitchell, De Houwer, & Lovibond, 2009).…”

Section: Discussioncontrasting

confidence: 90%

The factors that contribute to change in evaluation after co-occurrence with evaluative categorisation

Bar‐Anan¹

2017

Preprint

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After a neutral stimulus co-occurs with an affective stimulus, the evaluation of the neutral stimulus shifts toward the valence of the affective stimulus. The present research tested what factors contribute to evaluation change when, while observing the co-occurrence, people also categorise the affective stimuli. In Experiment 1, categorisation by valence caused stronger change in the evaluation of the neutral stimulus than non-evaluative categorisation, but only when categorisation for each valence was consistently mapped to the same motor response. In Experiment 2, co-occurrence with extreme affective stimuli during the categorisation task caused stronger change in the evaluation of the neutral stimulus than co-occurrence with mild affective stimuli. These results suggest that when neutral stimuli co-occur with evaluative stimuli and with an evaluative categorisation response, both types of co-occurrence contribute to evaluative change. In Experiment 3, induced contingency awareness did not increase evaluative change. This might suggest that contingency awareness does not contribute to the effect.

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“…Such an inference process would also lead to a positive relationship for positively paired CSs and a negative relationship for negatively paired CSs. This interpretation is supported by previous work conducted by Bar-Anan and Amzaleg-David (2014), who showed that US valence memory measures can be biased by the evaluation of the CS (see also Hütter et al, 2012). Evidence in support of this alternative explanation would demonstrate a secondary influence of sampling decisions on evaluative learning.…”

Section: Discussionsupporting

confidence: 79%

Bridging the gap between autonomous and predetermined paradigms: The role of sampling in evaluative learning.

Hütter¹,

Niese²,

Ihmels³

2022

Journal of Experimental Psychology: General

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Whereas most evaluative learning paradigms remove participants’ autonomy over the information they receive, other research traditions have demonstrated that information sampling has an important role in learning. We investigated the impact of information sampling on a central evaluative learning paradigm: evaluative conditioning. We compared a traditional evaluative conditioning paradigm with a paradigm in which participants have autonomy over the stimulus pairings they receive. Participants in the high-autonomy condition showed a strong preference for positively paired CSs. Nevertheless, the strength of evaluative conditioning effects was independent of autonomy. Moreover, high-autonomy participants, but not their low-autonomy counterparts, demonstrated a relationship between sampling frequency and evaluations, in line with the interpretation that sampled stimuli become more positive, whereas ignored stimuli become more negative over the course of the learning phase. The present research provides a cornerstone for integrating several research traditions within and beyond the evaluative learning literature, providing a foundation for new insights and more comprehensive theories of evaluative learning.

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The effect of evaluation on co-occurrence memory judgement

Cited by 13 publications

References 33 publications

The Role of Awareness in Attitude Formation Through Evaluative Conditioning

The Role of Awareness in Attitude Formation Through Evaluative Conditioning

The factors that contribute to change in evaluation after co-occurrence with evaluative categorisation

Bridging the gap between autonomous and predetermined paradigms: The role of sampling in evaluative learning.

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