Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

1.1K
Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
1.1K
Principles of Classical Conditioning01:23

Principles of Classical Conditioning

1.6K
Classical conditioning, as described by Ivan Pavlov, is a foundational concept in associative learning, where a neutral stimulus becomes capable of eliciting a conditioned response through association with an unconditioned stimulus. The process of acquisition, where this learning occurs, and the subsequent phenomena of contiguity, contingency, generalization, discrimination, extinction, and spontaneous recovery are crucial for a comprehensive understanding of classical conditioning.
During the...
1.6K
Classical Conditioning01:18

Classical Conditioning

1.9K
Associative learning, a core principle in behavioral psychology, involves forming connections between events and facilitating learned responses. This concept is vividly illustrated by classical conditioning, a process extensively studied by the Russian physiologist Ivan Pavlov. Pavlov's pioneering research on dogs' digestive systems led to the discovery that behaviors can be learned through association, laying the groundwork for classical conditioning.
Ivan Pavlov observed that dogs...
1.9K
Long-term Potentiation01:25

Long-term Potentiation

3.3K
Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when...
3.3K
Long-term Potentiation01:35

Long-term Potentiation

57.9K
Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
57.9K
Associative Learning01:27

Associative Learning

1.1K
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
1.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Semantic Relevance of a Conditioned Stimulus Does Not Enhance Fear Extinction Beyond Temporal Proximity to the Unconditioned Stimulus.

Psychophysiology·2026
Same author

The Effect of Extinction Training With Unpaired US and US Only Presentations on the Contextual Renewal of Human Fear Conditioning.

Psychophysiology·2026
Same author

The positive facial expression advantage: Facilitated recognition of surprise, pride, and awe.

Emotion (Washington, D.C.)·2026
Same author

Fear Conditioning With Film Clip and Electric Shock Unconditioned Stimuli: What Drives Conditioned Electrodermal Responses?

Psychophysiology·2025
Same author

EzySCR: A free and easy tool for scoring event-related skin conductance responses in the first, second, and third interval latency windows.

Psychophysiology·2024
Same author

Examining conceptual generalisation after acquisition, extinction, and reinstatement in evaluative conditioning.

Cognition & emotion·2024
Same journal

Investigating the effect of post-retrieval imagery rescripting on the reinstatement of generalised fear.

Cognition & emotion·2026
Same journal

Bridging space and time in relational memory: enhanced integration of spatiotemporal contextual associations by emotion.

Cognition & emotion·2026
Same journal

Motion and intensity shape accuracy and confusion patterns in emotion recognition.

Cognition & emotion·2026
Same journal

Threat prioritisation under limited awareness in social anxiety: a review of masking and suppression paradigms.

Cognition & emotion·2026
Same journal

Effects of experimentally induced jealousy on support for feminine honor.

Cognition & emotion·2026
Same journal

The protective influence of trait mindfulness on psychological distress: the mediating role of negative cognition.

Cognition & emotion·2026
See all related articles

Related Experiment Video

Updated: Dec 26, 2025

Stress-Enhanced Fear Learning, a Robust Rodent Model of Post-Traumatic Stress Disorder
05:49

Stress-Enhanced Fear Learning, a Robust Rodent Model of Post-Traumatic Stress Disorder

Published on: October 13, 2018

12.6K

Measuring unconditional stimulus expectancy during evaluative conditioning strengthens explicit conditional stimulus

Camilla C Luck1,2, Ottmar V Lipp1,2

  • 1School of Psychology, Curtin University, Perth, Australia.

Cognition & Emotion
|March 11, 2020
PubMed
Summary
This summary is machine-generated.

Measuring US expectancy alongside conditional stimulus (CS) valence enhances explicit evaluative learning during acquisition. However, this measurement did not affect extinction or reinstatement, suggesting focused attention strengthens initial learning.

Keywords:
CS valence measuresEvaluative conditioningUS expectancy measuresreinstatementvalence

More Related Videos

Trace Fear Conditioning in Mice
07:02

Trace Fear Conditioning in Mice

Published on: March 20, 2014

33.8K
Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
11:17

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear

Published on: August 24, 2012

36.0K

Related Experiment Videos

Last Updated: Dec 26, 2025

Stress-Enhanced Fear Learning, a Robust Rodent Model of Post-Traumatic Stress Disorder
05:49

Stress-Enhanced Fear Learning, a Robust Rodent Model of Post-Traumatic Stress Disorder

Published on: October 13, 2018

12.6K
Trace Fear Conditioning in Mice
07:02

Trace Fear Conditioning in Mice

Published on: March 20, 2014

33.8K
Extinction Training During the Reconsolidation Window Prevents Recovery of Fear
11:17

Extinction Training During the Reconsolidation Window Prevents Recovery of Fear

Published on: August 24, 2012

36.0K

Area of Science:

  • Cognitive Psychology
  • Learning and Memory

Background:

  • Evaluative conditioning involves associating neutral stimuli with positive or negative outcomes.
  • Assessing US expectancy during conditioning is common, but its effect on evaluative learning is not well understood.

Purpose of the Study:

  • To investigate if concurrent measurement of US expectancy influences explicit evaluative learning.
  • To examine the impact of measuring US expectancy on the acquisition, extinction, and reinstatement of CS valence.

Main Methods:

  • Three experiments were conducted, involving participants rating CS valence and/or US expectancy during conditioning.
  • Different US expectancy scales and explicit/implicit measures of conditional valence were used across experiments.

Main Results:

  • Concurrent measurement of US expectancy enhanced explicit evaluative conditioning acquisition in Experiment 1 and 2.
  • Measuring US expectancy did not affect the extinction or reinstatement of conditional valence.
  • Repeatedly measuring CS valence also strengthened explicit evaluative learning.

Conclusions:

  • Measuring US expectancy and CS valence during conditioning strengthens explicit evaluative learning by increasing attention to contingencies.
  • The enhancement effect was observed in explicit measures but not implicit measures of conditional valence.