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Training Synesthetic Letter-color Associations by Reading in Color
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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.

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|May 27, 2025
PubMed
Summary
This summary is machine-generated.

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.

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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.