Behavioural intention to use fully autonomous vehicles: Instrumental,symbolic, and affective motives

Autonomous Vehicles (AVs) have the potential to transform the transportation industry with significant economic, social and environmental benefits. However, the mass deployment of AVs depends on public desire to use them. This study aims to examine the effect of instrumental, symbolic, and affective motives on the behavioural intention to use fully AVs. Based on a survey of 240 U.S. residents, a structural equation modeling analysis was performed. Our results suggest the behavioural intention to use fully AVs depends on fulfilling instrumental (i.e., performance expectancy and hedonic motivation), symbolic (i.e., personal innovativeness and social influence) and affective motives (i.e., trust and performance risk). These results have implication for designing policy interventions to increase the deployment of AVs.     

Appetitive learning using visual conditioned stimuli in the pond snail, lymnaea

Feeding can be conditioned in the pond snail Lymnaea stagnalis to two different visual stimuli (a black panel or a 5-mm black and white check surround) by pairing the potential conditioned stimulus (CS) with sucrose. Exclusion of chemical cues (associated with differences between the water in home tank and that in training apparatus) that could serve as CS is important for successful visual conditioning. A featureless gray surround, used as an alternative to the check (to which it was matched in luminance) in counterbalanced training designs, was discriminated from the check, showing that resolution (for which the eyes would be necessary) was occurring. The gray surround was largely ineffective as a CS. Single-trial learning was possible with the black panel, but not with the check; it is argued that this may be due to lack of prior experience of stimuli like the check. Conditioning of feeding has now been obtained in Lymnaea to chemical, tactile, and visual cues, opening the way to comparative studies of the neural circuitry underlying appetitive conditioning in different senses, so far explored in Lymnaea only for tactile CS. Such comparative studies are as yet largely lacking in invertebrates.     

The effect of comparative context on evaluative conditioning

Evaluative conditioning (EC) is a change in the evaluation of a stimulus after the stimulus co-occurred with affective stimuli. The present research examined whether EC of one stimulus depends also on the co-occurrence of another stimulus with positive or negative stimuli. We paired two target people with affective stimuli. We found that a person who appeared eight times with positive stimuli and eight times with negative stimuli was liked more when the other person appeared always (16 times) with negative stimuli than when the other person appeared always with positive stimuli. The manipulation did not change the US evaluation or the general standard on the value dimension of what a positive or negative stimulus is. We suggest that like other evaluative traits (e.g., evil, pretty) co-occurrence with affective stimuli is sensitive to temporary standards. The manipulation changed the standard of what co-occurrence with affective stimuli is considered positive versus negative.     

Changing likes and dislikes through the back door: The US-revaluation effect

US-revaluation refers to the observation that subsequent changes in the valence of an unconditioned stimulus (US) after pairing it with a neutral, conditioned stimulus (CS) also changes the valence of the associated CS. Experiment 1 found evidence for the US-revaluation effect using an unobtrusive measure of evaluation. However, US-revaluation effects were more pronounced for positive-to-negative compared to negative-to-positive revaluations. Experiment 2 replicated this finding for self-reported evaluations, further showing that US-revaluation effects are stable over time and independent of explicit memory for the revaluating information. Using a modified paradigm, Experiment 3 ruled out method-related explanations for these findings and showed that changes in CS evaluations are correlated with parallel changes in US evaluations. These findings encourage the view of evaluative conditioning as an instance of stimulus–stimulus (S–S) rather than stimulus-response (S–R) learning. Implications for basic and applied research are discussed.     

Hating the cute kitten or loving the aggressive pit-bull: EC effects depend on CS–US relations

Evaluative conditioning (EC) refers to valence changes of initially neutral stimuli (CSs) through repeated pairings with positive or negative stimuli (USs). The current study is about the moderating role of qualifiers that specify the CS–US relation during these pairings. We show successful EC with pictures of men (CSs) and of liked/disliked animals or landscapes (USs). More importantly, the same pairings resulted in standard and reversed EC effects depending on semantic qualifier of the CS–US relation. CSs loving positive (negative) USs became more positive (negative), while CSs loathing positive (negative) USs became more negative (positive). These data favour a propositional EC account (De Houwer, 2009) over a purely associative account, as they show that it is not only relevant that CS and US are related, but how they are related.     

Attentional prioritisation of threatening information: Examining the role of the size of the attentional window

In line with most models of emotion, research has shown that threatening information receives attentional priority over neutral information. Recently, it has been suggested that the degree to which participants divide their attention across the visual field (the attentional window) may modulate the extent to which salient objects are attentionally prioritised. In the current study, participants were required to identify a target inside one of a variable number of coloured circles. One colour (Conditioned Stimulus, CS +) was fear-conditioned using an electrocutaneous stimulus at tolerance level. This search task was combined with a go/no-go task that required participants to either divide attention across the visual field to create a broad attentional window (global group), or focus their attention on the fixation point to create a narrow attentional window (local group). The results showed that only in the global group was the CS + colour prioritised over the neutral colours, indicating that a broader attentional window leads to enhanced attentional prioritisation of threat. Implications for research on attentional bias to threat are discussed.     

Leader endorsement in social dilemmas: Comparing the instrumental and relational perspectives

This chapter examines the role of leadership in overcoming social dilemmas within groups. First, based on prior theorising and research we present two alternative perspectives on leader endorsement in social dilemmas, an instrumental and a relational perspective. Next, we systematically compare these perspectives in a series of experiments investigating leadership in social dilemmas created within small groups in the laboratory. The results of our studies suggest that when their personal identity is salient, group members more strongly endorse leaders who are perceived to be instrumental in solving the freerider problem. In contrast, when a social identity is salient, members more strongly endorse leaders who fulfil their relational needs. Based on these findings we propose a differential needs model of leader endorsement in social dilemmas.     

Possibilities and limits of mind-reading: A neurophilosophical perspective

Access to other minds once presupposed other individuals’ expressions and narrations. Today, several methods have been developed which can measure brain states relevant for assessments of mental states without 1st person overt external behavior or speech. Functional magnetic resonance imaging and trace conditioning are used clinically to identify patterns of activity in the brain that suggest the presence of consciousness in people suffering from severe consciousness disorders and methods to communicate cerebrally with patients who are motorically unable to communicate. The techniques are also used non-clinically to access subjective awareness in adults and infants. In this article we inspect technical and theoretical limits on brain–machine interface access to other minds. We argue that these techniques hold promises of important medical breakthroughs, open up new vistas of communication, and of understanding the infant mind. Yet they also give rise to ethical concerns, notably misuse as a consequence of hypes and misinterpretations.     

Retrospective studies of the origins of phobias: A review

Abstract

Studies using retrospective subject reports to investigate etiological models of fears and phobias are reviewed. It is argued that the research effort to date has been plagued by a multitude of methodological problems which bring into question the validity of the major findings. In particular, it is shown that most investigators have begun with the assumption that all phobias are indebted to some traumatic experience with the object or situation and, as a result of this assumption, have predisposed themselves to support learning-based accounts of phobia onset. Other problems, including the lack of demonstrations of adequate levels of inter-rater reliability, test-retest reliability and construct validity are also discussed. Finally, recommendations for future research are made.     

The influence of extinction and counterconditioning instructions on evaluative conditioning effects

In three experiments, we tested the influence of instructions about an allegedly upcoming extinction or counterconditioning phase on evaluative conditioning (EC) effects. After an acquisition phase in which neutral stimuli were related to positive or negative stimuli via instructions (Experiments 1 and 2a) or actual pairings (Experiment 2b), three different groups of participants were either informed that in the next phase the neutral stimuli would be presented without positive or negative stimuli (extinction instruction), that the neutral stimuli in the next phase would be paired with stimuli of the opposite valence than before (counterconditioning instruction), or received no further instructions. Afterwards, liking of the originally neutral stimuli was measured either with an evaluative rating (Experiment 1) or with an Implicit Association Test (IAT; Experiments 2a and 2b). EC was reduced in the counterconditioning condition of Experiment 1 and in the joint analysis of Experiments 2a and 2b. The extinction instruction led to a reduction of EC only in Experiment 1. Finally, whether the acquisition phase consisted of instructions about CS–US pairings (Experiment 2a) or the actual experience of CS–US pairings (Experiment 2b) did not significantly impact the observed changes in liking. Overall, our results suggest that similar mechanisms might mediate instruction- and experienced-based EC. Our results are in line with propositional models of EC but can be explained also by association formation models and dual process models of EC, provided that certain auxiliary assumptions are made.