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Related Experiment Videos

Affective learning in adults with intellectual disability: an experiment using evaluative conditioning.

I Blanchette1, V Treillet1, S R Davies2

  • 1Département de Psychologie, Université du Québec à Trois-Rivières, Canada.

Journal of Intellectual Disability Research : JIDR
|December 18, 2015
PubMed
Summary

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Individuals with intellectual disability (ID) can learn initial affective associations but struggle to maintain them over time, suggesting a modulation of affective learning processes.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Evaluative conditioning is a key form of affective learning where neutral stimuli gain emotional value through association.
  • Cognitive resources are crucial for this learning, yet it's understudied in individuals with intellectual disability (ID).
  • Existing research highlights the role of cognitive functions in affective learning, prompting investigation in ID populations.

Purpose of the Study:

  • To investigate evaluative conditioning in adults with mild to moderate intellectual disability (ID).
  • To compare affective learning acquisition and extinction in individuals with ID versus neurotypical controls.
  • To determine if ID impacts the initial acquisition or the maintenance of affective associations.

Main Methods:

Keywords:
affective learningcognitive factorsevaluative conditioningintellectual disability

Related Experiment Videos

  • Evaluative conditioning task involving pairing neutral shapes/symbols with positive or negative stimuli (faces/images).
  • Study included 16 adults with mild to moderate ID and age/gender-matched controls.
  • An extinction phase was included to assess the persistence of learned associations.

Main Results:

  • Both groups demonstrated significant acquisition of affective conditioning.
  • Participants reliably evaluated stimuli more positively/negatively based on associated images.
  • Individuals with ID showed poorer maintenance of affective associations during extinction compared to controls.

Conclusions:

  • Intellectual disability (ID) influences the persistence of affective associations learned through conditioning.
  • Initial affective preference acquisition appears intact in individuals with ID.
  • ID modulates specific aspects of affective learning, particularly the ability to extinguish learned associations.