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Evaluative conditioning depends on higher order encoding processes.

Klaus Fiedler1, Christian Unkelbach

  • 1University of Heidelberg, Heidelberg, Germany. kf@psychologie.uni-heidelberg.de

Cognition & Emotion
|May 7, 2011
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Summary
This summary is machine-generated.

Evaluative conditioning (EC) is influenced by internal cognitive processes, not just stimulus association. Encoding tasks shape EC effects, demonstrating the role of higher-order cognition in learning.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning and Memory

Background:

  • Evaluative conditioning (EC) is traditionally viewed as stimulus-driven associative learning.
  • Existing models often overlook the role of internal cognitive processes in mediating EC.
  • Recent research highlights the importance of conditioning awareness in learning.

Purpose of the Study:

  • To investigate whether internally generated encoding activities mediate evaluative conditioning (EC) effects.
  • To determine if higher-order cognitive processes, such as encoding tasks, can influence or reverse EC.
  • To explore the role of explicit versus generated relational information in EC.

Main Methods:

  • Participants underwent evaluative conditioning (EC) where neutral conditioned stimuli (CS) faces were paired with positive/negative unconditioned stimuli (US) faces.
  • Encoding tasks varied, including judging CS as a 'friend' or 'enemy' of the US, or generating such relations.
  • Experiments controlled for demand effects and used clearly valenced US stimuli, with one experiment testing explicitly stated relations.

Main Results:

  • Encoding tasks significantly mediated EC effects, leading to either normal conditioning or a reversal of valence adoption by CS.
  • The degree to which encoding judgments aligned with the assigned encoding scheme (friend/enemy) modulated the EC outcome.
  • Generated relational information influenced EC unconditionally, while explicitly stated relations did not affect EC outcomes.

Conclusions:

  • Internally generated encoding activities play a crucial role in mediating evaluative conditioning (EC).
  • Higher-order cognitive processes, particularly the nature of encoding tasks, are essential for understanding EC.
  • Findings underscore the significance of cognitive control and awareness in associative learning, aligning with recent conditioning research.