Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy
Prior research showed that the degree of statistical contingency between the presence of stimuli moderates changes in expectancies about the presence of those stimuli (i.e., expectancy learning) but not changes in the liking of those stimuli (i.e., evaluative conditioning). This dissociation is typi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Ubiquity Press
2019-03-01
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| Series: | Journal of Cognition |
| Subjects: | |
| Online Access: | https://www.journalofcognition.org/articles/59 |
| _version_ | 1811233376779108352 |
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| author | Jan De Houwer Simone Mattavelli Pieter Van Dessel |
| author_facet | Jan De Houwer Simone Mattavelli Pieter Van Dessel |
| author_sort | Jan De Houwer |
| collection | DOAJ |
| description | Prior research showed that the degree of statistical contingency between the presence of stimuli moderates changes in expectancies about the presence of those stimuli (i.e., expectancy learning) but not changes in the liking of those stimuli (i.e., evaluative conditioning). This dissociation is typically interpreted as evidence for dual process models of associative learning. We tested an alternative account according to which both types of learning rely on a single process propositional learning mechanism but reflect different kinds of propositional beliefs. In line with the idea that changes in liking reflect beliefs about stimulus co-occurrences whereas changes in expectancy reflect beliefs about stimulus contingency, we found that evaluative ratings depended only on instructions about whether a stimulus would co-occur with a positive or negative stimulus whereas expectancy ratings were influenced also by instructions about individual stimulus presentations. |
| first_indexed | 2024-04-12T11:19:40Z |
| format | Article |
| id | doaj.art-0db997fc4f0444c88bb18686fb88946f |
| institution | Directory Open Access Journal |
| issn | 2514-4820 |
| language | English |
| last_indexed | 2024-04-12T11:19:40Z |
| publishDate | 2019-03-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Cognition |
| spelling | doaj.art-0db997fc4f0444c88bb18686fb88946f2022-12-22T03:35:24ZengUbiquity PressJournal of Cognition2514-48202019-03-012110.5334/joc.5955Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and ExpectancyJan De Houwer0Simone Mattavelli1Pieter Van Dessel2Ghent UniversityGhent UniversityGhent UniversityPrior research showed that the degree of statistical contingency between the presence of stimuli moderates changes in expectancies about the presence of those stimuli (i.e., expectancy learning) but not changes in the liking of those stimuli (i.e., evaluative conditioning). This dissociation is typically interpreted as evidence for dual process models of associative learning. We tested an alternative account according to which both types of learning rely on a single process propositional learning mechanism but reflect different kinds of propositional beliefs. In line with the idea that changes in liking reflect beliefs about stimulus co-occurrences whereas changes in expectancy reflect beliefs about stimulus contingency, we found that evaluative ratings depended only on instructions about whether a stimulus would co-occur with a positive or negative stimulus whereas expectancy ratings were influenced also by instructions about individual stimulus presentations.https://www.journalofcognition.org/articles/59LearningEmotion and cognitionMemory |
| spellingShingle | Jan De Houwer Simone Mattavelli Pieter Van Dessel Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy Journal of Cognition Learning Emotion and cognition Memory |
| title | Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy |
| title_full | Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy |
| title_fullStr | Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy |
| title_full_unstemmed | Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy |
| title_short | Dissociations between Learning Phenomena do Not Necessitate Multiple Learning Processes: Mere Instructions about Upcoming Stimulus Presentations Differentially Influence Liking and Expectancy |
| title_sort | dissociations between learning phenomena do not necessitate multiple learning processes mere instructions about upcoming stimulus presentations differentially influence liking and expectancy |
| topic | Learning Emotion and cognition Memory |
| url | https://www.journalofcognition.org/articles/59 |
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