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The impact of evaluative conditioning on early sensory processing

评价性条件反射对早期感觉加工的影响

基本信息

批准号：
399243066
负责人：
Professor Dr. Florian Kattner
金额：
--
依托单位：
HMU Research, Development und Innovation gGmbH (HMU RDI)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2018
资助国家：
德国
起止时间：
2017-12-31 至 2020-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/399243066?language=en
关键词：
impact evaluative conditioning early sensory

项目摘要

Affective attitudes can be defined as learned behavioral dispositions that bias positive or negative responses toward an object. Such affective categorizations (pleasant/unpleasant, good/bad) can easily be changed (e.g., through conditioning), allowing the individual to adaptively interact with instable circumstances that are encountered in the environment. Evaluative conditioning refers to a change of the liking of a stimulus as a result of presenting it in close temporal or spatial proximity with an stimulus of either positive or negative valence. Although it was assumed that these changes in stimulus evaluations can occur even in the absence of awareness or attention, there is a growing body of empirical evidence suggesting that, in most cases, evaluative conditioning required conscious recollection of the stimulus pairings. As these results are particularly relevant to the debate of propositional processes in associative learning, recent research on evaluative conditioning focused (almost exclusively) onthe cognitive prerequisites of evaluative conditioning. This came along with a neglect of the impact of these learned evaluations on perceptual and cognitive information rocessing. Interestingly, attentional theories of associative learning typically assume areciprocal relationship between learning and attention: On the one hand, attentional resources are required for learning, and on the other hand, learning about a stimulus is supposed to influence the amount of attention that is directed to the stimulus. Studies on contingency learning found that longer gaze dwell times and faster detectionthresholds for stimuli that were learned to be predictive of a certain outcome in a previous learning task. In this project, I aim to investigate to what extent evaluative conditioning modulates parameters of early senory processing, visual attention andpreattentive perception. As propositional models assume affective and cognitive associative learning to be based on a common learning mechanism, effects on early sensory processing would be expected in particular for propositional evaluative conditioning. In contrast, reduced sensory effects may be expected in the absence of cognitive resources during conditioning (i.e., when the evaluative change is based on non-propositional learning processes). A perceptual-motor account of evaluative conditioning assuming the valence shift to be the result of peripheral associations between sensory and motor signals is to be developed.

情感态度可以被定义为习得的行为倾向，这些倾向倾向于对对象做出积极或消极的反应。这种情感分类(愉快/不愉快，好/坏)可以很容易地改变(例如，通过条件作用)，允许个人与环境中遇到的不稳定环境适应性地互动。评价性条件反射是指在时间或空间上以正价或负价刺激呈现刺激时，对刺激喜好的改变。尽管人们认为，即使在没有意识或注意力的情况下，刺激评估中的这些变化也会发生，但越来越多的经验证据表明，在大多数情况下，评估性条件反射需要有意识地回忆刺激配对。由于这些结果与联想学习中命题过程的争论特别相关，最近关于评价性条件反射的研究主要集中在评价性条件反射的认知前提上。与此同时，人们忽视了这些习得的评估对知觉和认知信息处理的影响。有趣的是，联想学习的注意理论通常假设学习和注意之间存在相互关系：一方面，学习需要注意资源，另一方面，关于刺激的学习被认为影响指向刺激的注意力的量。对偶然性学习的研究发现，凝视停留时间更长，对刺激的检测阈值更快，而这些刺激是在之前的学习任务中被学习来预测某个结果的。在这个项目中，我的目标是研究评价性条件反射对早期感觉加工、视觉注意和前注意知觉的调节程度。由于命题模型假设情感和认知联想学习基于共同的学习机制，因此可以预期对早期感觉加工的影响，特别是对命题评估条件反射的影响。相反，在条件化过程中缺乏认知资源的情况下(即，当评估变化基于非命题学习过程时)，感觉效应可能会减弱。评估性条件作用的知觉-运动解释假设价态转换是感觉和运动信号之间的外周联系的结果，这是需要发展的。