Is there evidence for unaware evaluative conditioning in a valence contingency learning task?

Area of Science:

• Cognitive Psychology
• Learning and Memory
• Implicit Learning

Background:

• Evaluative conditioning (EC) and contingency learning (CL) are fundamental learning processes.
• The valence contingency task (VCT) assesses learning by pairing nonwords with positive or negative targets.
• Previous research suggested both EC and CL effects in the VCT can occur without conscious memory.

Purpose of the Study:

• To investigate memory-independent evaluative conditioning (EC) and contingency learning (CL) within the valence contingency task (VCT).
• To determine if EC and CL effects in the VCT are dissociable based on memory dependence.
• To examine the role of task phase (during vs. after VCT) on memory-dependent and independent learning.

Main Methods:

• Three experiments using the valence contingency task (VCT) with measures like reaction time (RT) and error rates.
• Assessing contingency memory alongside behavioral and evaluative measures.
• Utilizing a contingency learning measure applicable both during and after the VCT in Experiment 2.

Main Results:

• Replication of memory-independent CL effects on RT and errors during the VCT (Experiments 1a, 1b).
• Failure to replicate EC effects assessed after the VCT in Experiments 1a and 1b.
• Experiment 2 revealed memory-independent CL during the VCT, but memory-dependent CL after the VCT.

Conclusions:

• Contingency learning (CL) during the VCT appears to be a memory-independent process.
• Evaluative conditioning (EC) effects in the VCT, particularly when assessed after the task, may rely on conscious memory.
• The findings suggest a dissociation between memory-independent CL and memory-dependent EC in the VCT context.