Evaluative conditioning of high-novelty stimuli does not seem to be based on an automatic form of associative learning |
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| Authors: | Jonathan Dedonder Olivier Corneille Vincent Yzerbyt Toon Kuppens |
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| Affiliation: | 1. School of Psychology and Speech Pathology, Curtin University, Australia;2. ARC-SRI: Science of Learning Research Centre, Australia;1. Department of Psychology, Sacred Heart University, 5151 Park Ave., Fairfield, CT 06825, United States;2. DePaul University, United States;1. Institute of Applied Physics, Military University of Technology, Kaliskiego 2, 00-908 Warsaw, Poland;2. LRN no 4682-UFR Sciences Exactes, University of Reims, 21 rue Clément Ader, 51096 REIMS Cedex 02, France;3. New Advanced Materials & Nanotechnology Lab, NNREL, Textile Engineering Dept. Faculty of Engineering, Alexandria University, Alexandria, Egypt;4. Faculty of Electrical Engineering, Czestochowa University of Technology, Armii Krajowej 17, 42-201 Czestochowa, Poland |
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| Abstract: | Evaluative conditioning (EC) refers to the change in valence of initially neutral stimuli (conditioned stimuli, or CSs) as a result of their pairing with positive or negative stimuli (unconditioned stimuli, or USs). EC is critical to dual-attitudes models as it is often presented as an evaluative effect that results from a purely automatic form of associative learning. Although evidence suggests that EC does not occur without contingency awareness, Ruys, and Stapel (2009) recently argued that contingency awareness is unnecessary for high-novelty stimuli. Researchers may thus be tempted to conclude that EC rests on an automatic form of associative learning, at least for CSs associated with little prior evaluative knowledge. Taking issue with this claim, the present study reveals that EC of high-novelty stimuli is dependent on attentional resources. The role of contingency awareness in EC of high-novelty stimuli is also discussed. |
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