Associative Learning of Likes and Dislikes: A Special Issue of Cognition and Emotion (Special Issues of Cognition and Emotion)

Preferences are assumed to play a crucial role in many phenomena that are studied in learning psychology, social psychology, consumer science, emotion research, and clinical psychology. Given the pervasive impact that preferences have on behaviour, it is important to know where these likes and dislikes come from. Although some preferences are genetically determined, most stem from learning that took place during the lifetime of the individual. In this special issue, the editors focus on one such type of learning: associative learning of likes and dislikes, that is, changes in liking that are due to the pairing of stimuli. Prior studies on evaluative conditioning have shown that pairing an affectively neutral stimulus with an affectively positive or negative stimulus will change the liking of the originally neutral stimulus. The papers that are part of this special issue explore the relevance of evaluative conditioning for social psychology, provide new data about the impact of contingency awareness, attention, and extinction trials on evaluative conditioning, and examine whether pairing stimuli can also result in the transfer of non-evaluative stimulus properties. Book Cover......Page 1 Title......Page 2 Copyright......Page 3 Contents......Page 4 Associative learning of likes and dislikes: Some current controversies and possible ways forward......Page 6 Is EC a genuine phenomenon?......Page 7 What are the functional properties of EC?......Page 8 Possible boundary conditions for EC......Page 11 EC could be due to different processes......Page 12 REFERENCES......Page 16 Evaluative conditioning in social psychology: Facts and speculations......Page 20 FUNCTIONAL CHARACTERISTICS OF CONDITIONED ATTITUDES......Page 22 MANIFESTATIONS OF EC......Page 27 EC IN APPLIED SETTINGS......Page 33 CONCLUSION......Page 35 REFERENCES......Page 37 Reactance in affective-evaluative learning: Outside of conscious control?......Page 42 Method......Page 45 Results......Page 48 Discussion......Page 50 EXPERIMENT 2......Page 51 Method......Page 52 Results......Page 54 Discussion......Page 56 GENERAL DISCUSSION......Page 57 REFERENCES......Page 58 Dissociating the effects of attention and contingency awareness on evaluative conditioning effects in the visual paradigm......Page 62 EXPERIMENT 1......Page 65 Method......Page 66 Results......Page 70 Discussion......Page 73 Method......Page 75 Results......Page 77 Discussion......Page 81 GENERAL DISCUSSION......Page 82 REFERENCES......Page 84 APPENDIX......Page 88 Resistance to extinction of human evaluative conditioning using a between-subjects design......Page 90 EXPERIMENT 1......Page 93 Method......Page 94 Results and discussion......Page 97 EXPERIMENT 2......Page 102 Method......Page 103 Results and discussion......Page 104 GENERAL DISCUSSION......Page 107 REFERENCES......Page 109 No support for dual process accounts of human affective learning in simple Pavlovian conditioning......Page 114 SUMMARY AND CONCLUSIONS......Page 123 Beyond evaluative conditioning? Searching for associative transfer of nonevaluative stimulus properties......Page 125 EXPERIMENTS 1–6......Page 133 Method......Page 134 Results......Page 137 EXPERIMENT 7......Page 141 Method......Page 142 Results......Page 143 Results......Page 145 Discussion......Page 146 GENERAL DISCUSSION......Page 147 REFERENCES......Page 150 SUBJECT INDEX......Page 154 Behavioral Sciences Book Cover 1 Title 2 Copyright 3 Contents 4 Associative learning of likes and dislikes: Some current controversies and possible ways forward 6 CURRENT CONTROVERSIES 7 Is EC a genuine phenomenon? 7 What are the functional properties of EC? 8 POSSIBLE WAYS FORWARD 11 Possible boundary conditions for EC 11 EC could be due to different processes 12 CONCLUSION 16 REFERENCES 16 Evaluative conditioning in social psychology: Facts and speculations 20 FUNCTIONAL CHARACTERISTICS OF CONDITIONED ATTITUDES 22 MANIFESTATIONS OF EC 27 EC IN APPLIED SETTINGS 33 CONCLUSION 35 REFERENCES 37 Reactance in affective-evaluative learning: Outside of conscious control? 42 EXPERIMENT 1 45 Method 45 Results 48 Discussion 50 EXPERIMENT 2 51 Method 52 Results 54 Discussion 56 GENERAL DISCUSSION 57 REFERENCES 58 Dissociating the effects of attention and contingency awareness on evaluative conditioning effects in the visual paradigm 62 EXPERIMENT 1 65 Method 66 Results 70 Discussion 73 Experiment 2 75 Method 75 Results 77 Discussion 81 GENERAL DISCUSSION 82 REFERENCES 84 APPENDIX 88 Resistance to extinction of human evaluative conditioning using a between-subjects design 90 EXPERIMENT 1 93 Method 94 Results and discussion 97 EXPERIMENT 2 102 Method 103 Results and discussion 104 GENERAL DISCUSSION 107 REFERENCES 109 No support for dual process accounts of human affective learning in simple Pavlovian conditioning 114 SUMMARY AND CONCLUSIONS 123 REFERENCES 125 Beyond evaluative conditioning? Searching for associative transfer of nonevaluative stimulus properties 125 EXPERIMENTS 1–6 133 Method 134 Results 137 Discussion 141 EXPERIMENT 7 141 Method 142 Results 143 Discussion 145 EXPERIMENT 8 145 Method 145 Results 145 Discussion 146 GENERAL DISCUSSION 147 REFERENCES 150 SUBJECT INDEX 154 In this special issue, we focus on associative learning of likes and dislikes, that is, changes in liking that are due to the pairing of stimuli. Title from ebook title screen (viewed on Aug. 23, 2005).