Does Evaluative Conditioning Depend on Awareness? Evidence from a Continuous Flash Suppression Paradigm

Autor/inn/en	Högden, Fabia; Hütter, Mandy; Unkelbach, Christian
Titel	Does Evaluative Conditioning Depend on Awareness? Evidence from a Continuous Flash Suppression Paradigm
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 10, S.1641-1657 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000533
Schlagwörter	Stimuli; Attitude Change; Perception; Conditioning + Suchen Sie Ihr Suchwort? Anreizsystem; Attitudinal change; Einstellungsänderung; Wahrnehmung
Abstract	The role of awareness in evaluative learning has been thoroughly investigated with a variety of theoretical and methodological approaches. We investigated evaluative conditioning (EC) without awareness with an approach that conceptually provides optimal conditions for unaware learning - the Continuous Flash Suppression paradigm (CFS). In CFS, a stimulus presented to one eye can be rendered invisible for a prolonged duration by presenting a high-contrast dynamic pattern to the other eye. The suppressed stimulus is nevertheless processed. First, Experiment 1 established EC effects in a pseudo-CFS setup without suppression. Experiment 2 then employed CFS to suppress conditioned stimuli (CSs) from awareness while the unconditioned stimuli (USs) were visible. While Experiment 1 and 2 used a between-participants manipulation of CS suppression, Experiments 3 and 4 both manipulated suppression within participants. We observed EC effects when CSs were not suppressed, but found no EC effects when the CS was suppressed from awareness. We relate our finding to previous research and discuss theoretical implications for EC. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01