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Abstract

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). Expanding on the debate between dual-process and propositional accounts, two studies investigated the relative effectiveness of counter-conditioning and counter-instructions in reversing EC effects on implicit and explicit evaluations. After conditioned evaluations were acquired via CS-US pairings, participants were either (1) presented with repeated CS-US pairings of the opposite valence or (2) given instructions that the CSs will be paired with USs of the opposite valence. Although both procedures reversed previously conditioned explicit evaluations, only directly experienced CS-US pairings reversed previously conditioned implicit evaluations. The findings question the functional equivalence of counter-conditioning and counter-instructions hypothesized by single-process propositional accounts. Yet, they support dual-process accounts, suggesting that associative and propositional processes jointly contribute to EC effects.

Keywords

associative learning attitude change evaluative conditioning implicit evaluation propositional learning

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Propositional Versus Dual-Process Accounts of Evaluative Conditioning

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