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Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence.
Behav Res Ther. 2002 Mar; 40(3):217-34.BR

Abstract

It has been argued that in classical conditioning two processes might be operative. First, one may learn that the conditioned stimulus (CS+) is a valid predictor for the occurrence of the biologically negative or positive event (US; expectancy-learning). Second, one may learn to perceive the conditioned stimulus itself as a negative or positive stimulus, depending on the valence of the event it has been associated with (evaluative learning). Until the present, however, both forms of learning have been investigated using rather different conditioning procedures. Using a differential aversive conditioning preparation with pictures of human faces as CSs and an electrocutaneous stimulus as US, we were able to demonstrate that both forms of learning can co-occur. Moreover, the extent of evaluative learning in this aversive conditioning procedure did not significantly differ from the amount of evaluative learning in an evaluative conditioning procedure with positive and negative adjectives as USs, which was administered to the same participants. In the present study evaluative learning was not only indexed by direct evaluative ratings, but we introduced affective priming as an indirect and unobtrusive, reaction time based measure of stimulus valence. Finally, imagery instructions during acquisition did not facilitate expectancy-learning nor evaluative learning.

Authors+Show Affiliations

Department of Psychology, Centre for Learning Theories and Behaviour Therapy, University of Leuven, Belgium. dirk.hermans@psy.kuleuven.ac.beNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

11863234

Citation

Hermans, Dirk, et al. "Expectancy-learning and Evaluative Learning in Human Classical Conditioning: Affective Priming as an Indirect and Unobtrusive Measure of Conditioned Stimulus Valence." Behaviour Research and Therapy, vol. 40, no. 3, 2002, pp. 217-34.
Hermans D, Vansteenwegen D, Crombez G, et al. Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence. Behav Res Ther. 2002;40(3):217-34.
Hermans, D., Vansteenwegen, D., Crombez, G., Baeyens, F., & Eelen, P. (2002). Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence. Behaviour Research and Therapy, 40(3), 217-34.
Hermans D, et al. Expectancy-learning and Evaluative Learning in Human Classical Conditioning: Affective Priming as an Indirect and Unobtrusive Measure of Conditioned Stimulus Valence. Behav Res Ther. 2002;40(3):217-34. PubMed PMID: 11863234.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence. AU - Hermans,Dirk, AU - Vansteenwegen,Debora, AU - Crombez,Geert, AU - Baeyens,Frank, AU - Eelen,Paul, PY - 2002/2/28/pubmed PY - 2002/4/20/medline PY - 2002/2/28/entrez SP - 217 EP - 34 JF - Behaviour research and therapy JO - Behav Res Ther VL - 40 IS - 3 N2 - It has been argued that in classical conditioning two processes might be operative. First, one may learn that the conditioned stimulus (CS+) is a valid predictor for the occurrence of the biologically negative or positive event (US; expectancy-learning). Second, one may learn to perceive the conditioned stimulus itself as a negative or positive stimulus, depending on the valence of the event it has been associated with (evaluative learning). Until the present, however, both forms of learning have been investigated using rather different conditioning procedures. Using a differential aversive conditioning preparation with pictures of human faces as CSs and an electrocutaneous stimulus as US, we were able to demonstrate that both forms of learning can co-occur. Moreover, the extent of evaluative learning in this aversive conditioning procedure did not significantly differ from the amount of evaluative learning in an evaluative conditioning procedure with positive and negative adjectives as USs, which was administered to the same participants. In the present study evaluative learning was not only indexed by direct evaluative ratings, but we introduced affective priming as an indirect and unobtrusive, reaction time based measure of stimulus valence. Finally, imagery instructions during acquisition did not facilitate expectancy-learning nor evaluative learning. SN - 0005-7967 UR - https://www.unboundmedicine.com/medline/citation/11863234/Expectancy_learning_and_evaluative_learning_in_human_classical_conditioning:_affective_priming_as_an_indirect_and_unobtrusive_measure_of_conditioned_stimulus_valence_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0005-7967(01)00006-7 DB - PRIME DP - Unbound Medicine ER -