Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence
Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence
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DOI：
10.1016/s0005-7967(01)00006-7
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发表时间：
2002-03-01
影响因子：
4.1
通讯作者：
Eelen, P
中科院分区：
文献类型：
--
作者：
Hermans, D;Vansteenwegen, D;Eelen, P
有人认为，在经典条件作用中，有两个过程可能起作用。先人们可以了解到条件刺激（CS+）是生物学负面或正面事件（US;预期学习）发生的有效预测器。第二，一个人可以学会将条件刺激本身感知为消极或积极的刺激，这取决于它所关联的事件的效价（评价性学习）。然而，到目前为止，这两种学习形式都是使用相当不同的条件反射程序进行研究的。使用差分厌恶条件反射准备与人脸的图片作为CS和电皮肤刺激作为US，我们能够证明，这两种形式的学习可以同时发生。此外，在这种厌恶性条件反射过程中的评价性学习的程度并没有显着不同的评价性学习的量在评价性条件反射过程中，积极和消极的形容词作为美国，这是管理相同的参与者。在本研究中，评价性学习不仅指标直接评价评级，但我们引入了情感启动作为一种间接的和不引人注目的，反应时间为基础的刺激效价的措施。最后，在收购过程中的图像指令没有促进预期学习，也没有评价学习。(C)2002爱思唯尔科技有限公司版权所有。
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 leaming 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. (C) 2002 Elsevier Science Ltd. All rights reserved.