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Related Experiment Videos

When all is revealed: a dissociation between evaluative learning and contingency awareness.

E P Fulcher1, M Hammerl

  • 1Department of Psychology, University College Worcester, Henwick Grove, Worcester, WR2 6AJ, United Kingdom. E.Fulcher@worc.ac.uk

Consciousness and Cognition
|January 16, 2002
PubMed
Summary

Evaluative learning occurred even when awareness was reduced using distractors or subliminal stimuli. However, awareness of stimulus contingencies reversed the typical evaluative learning effect, challenging its necessity.

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Area of Science:

  • Cognitive Psychology
  • Sensory Perception
  • Learning and Memory

Background:

  • Evaluative learning, the process of forming affective associations with stimuli, has traditionally been thought to require conscious awareness.
  • The role of awareness in evaluative learning remains a debated topic in cognitive psychology.
  • Understanding awareness is crucial for explaining how affective responses are learned and modified.

Purpose of the Study:

  • To investigate the necessity of awareness for evaluative learning across visual and haptic modalities.
  • To examine the impact of reducing or inducing awareness on evaluative learning.
  • To explore individual differences, such as psychological reactance, in evaluative learning.

Main Methods:

  • Three experiments manipulated awareness using distractor tasks and subliminal stimulus presentation (reduction techniques).

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  • Awareness was also induced by revealing stimulus contingencies and instructing participants to discount affective influences.
  • Evaluative learning was assessed in both visual and haptic sensory modalities.

    • Main Results:

    • Evaluative learning was successful in groups where awareness was reduced.
    • Conversely, evaluative learning failed in groups where awareness was induced.
    • Participants aware of stimulus contingencies showed an evaluative learning effect in the opposite direction to the norm.
    • Individual differences in psychological reactance correlated with the strength and direction of the observed effects.

    Conclusions:

    • The findings challenge the established view that conscious awareness is a prerequisite for evaluative learning.
    • Awareness may, in fact, interfere with or even reverse typical evaluative learning processes.
    • Individual differences like psychological reactance play a significant role in modulating evaluative learning outcomes.