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False contingency knowledge reverses the color-word contingency learning effect
Matthäus Rudolph1, Carina G Giesen2, Klaus Rothermund1
1Department of Psychology, Friedrich Schiller University Jena.
Summary
Human contingency learning (CL) is influenced by awareness. Genuine CL effects are modulated by true or false instructions, suggesting propositional beliefs, not just associations, drive learning.
Area of Science:
- Cognitive Psychology
- Learning Science
Background:
- Contingency learning (CL) research debates the role of awareness.
- A significant residual CL effect exists beyond episodic retrieval, reflecting genuine behavioral impacts of global contingencies.
Purpose of the Study:
- To investigate how contingency awareness influences the genuine CL effect.
- To differentiate between belief-based and associative accounts of genuine CL.
Main Methods:
- A preregistered study with 120 participants.
- Participants received true or false instructions about color-word contingencies.
- Assessed the residual CL effect under different awareness conditions.
Main Results:
- Genuine CL effects were modulated by awareness; true instructions amplified, false instructions reduced the effect.
- Participants maintaining false beliefs showed a reversed genuine CL effect.
- Awareness significantly altered the genuine contingency learning effect.
Conclusions:
- Genuine human contingency learning, independent of episodic retrieval, is driven by propositional beliefs.
- Findings challenge associative models and support belief-based explanations for CL.
- Awareness plays a critical role in shaping genuine contingency learning outcomes.
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