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Area of Science:

  • Cognitive Psychology
  • Social Psychology

Background:

  • Dual-process theories propose associative and propositional learning mechanisms for evaluative representations.
  • Single-process theories argue only propositional mechanisms drive evaluative learning.

Purpose of the Study:

  • Investigate mechanisms of evaluative learning, specifically stimulus co-occurrence effects.
  • Address ambiguities in differentiating associative vs. propositional learning impacts.
  • Test predictions of dual-process and single-process theories.

Main Methods:

  • Employed a multinomial modeling approach.
  • Analyzed the functional properties of co-occurrence and relational information effects.
  • Utilized a single measure for evaluative responses.

Main Results:

  • Relational information effects align with predictions from both dual-process and single-process theories.
  • Co-occurrence effects present an explanatory challenge to both theoretical frameworks.
  • Multinomial modeling provided deeper insights into these effects.

Conclusions:

  • Findings challenge existing dual-process and single-process propositional theories of evaluative learning.
  • The study highlights the need for refined theories to account for complex co-occurrence effects.
  • Multinomial modeling is valuable for empirical constraints in evaluative learning research.