Baeyens F, Eelen P, Crombez G, Van den Bergh O
Department of Psychology, University of Leuven, Belgium.
Behav Res Ther. 1992 Mar;30(2):133-42. doi: 10.1016/0005-7967(92)90136-5.
Two different processes may be operative in human Pavlovian conditioning: signal learning and evaluative learning. Whereas most studies on evaluative conditioning focused on a mere demonstration of the phenomenon or on a theoretical analysis of the underlying processes, some basic parameters of evaluative learning are still unexplored. Hence, using the standard neutral picture--(dis)liked picture pairing paradigm (Baeyens, Eelen & Van den Bergh, 1990), in this study the effect of two parameters of evaluative conditioning was assessed on a between-subjects base, namely the Number of Acquisition Trials (2/5/10/20) and the Presentation Schedule of the stimulus pairs (blockwise or random). Additionally, the study included an exploratory analysis of the potential effects of the Evaluative Style of subjects (Feelers vs Thinkers, operationalized in terms of speed of emitting evaluations). Finally, the relationship between contingency awareness and evaluative learning was reassessed. Neutral-liked conditioning was found to be quadratically related to the number of acquisition trials (increase in effect up to 10 trials, decrease from 10 to 20 trials), whereas neutral-disliked conditioning linearly increased with increasing numbers of trials. Randomized vs blockwise presentation schedules of the stimulus pairs did differentially affect the overall pattern of conditioning, but in a way which was both unexpected and difficult to account for theoretically. Both the Evaluative Style of subjects and contingency awareness were demonstrated to be generally orthogonal to conditioned shifts in CS valence. Based on these findings, some practical suggestions are provided for the application of evaluating conditioning based therapeutical interventions to affective-behavioral disorders which are centred around inappropriate (dis)likes.
信号学习和评价性学习。尽管大多数关于评价性条件反射的研究都集中在对该现象的单纯证明或对潜在过程的理论分析上，但评价性学习的一些基本参数仍未得到探索。因此，本研究采用标准的中性图片与（不）喜欢的图片配对范式（贝扬斯、埃伦和范登伯格，1990），在被试间的基础上评估了评价性条件反射的两个参数的效果，即习得试验次数（2/5/10/20）和刺激对的呈现时间表（分块或随机）。此外，该研究还对被试的评价风格（情感型与思考型，根据做出评价的速度来操作化）的潜在影响进行了探索性分析。最后，重新评估了意外性意识与评价性学习之间的关系。发现中性-喜欢的条件反射与习得试验次数呈二次关系（效果在10次试验前增加，从10次到20次试验时下降），而中性-不喜欢的条件反射则随着试验次数的增加呈线性增加。刺激对的随机呈现时间表与分块呈现时间表对条件反射的总体模式有不同影响，但这种影响既出乎意料，在理论上也难以解释。被试的评价风格和意外性意识都被证明与条件刺激效价的条件性变化总体上是正交的。基于这些发现，针对以不适当的（不）喜欢为中心的情感行为障碍，为基于评价性条件反射的治疗干预的应用提供了一些实际建议。
