Jensen-Fielding Hannah, Luck Camilla C, Lipp Ottmar V
a School of Psychology , University of Queensland , St Lucia , QLD , Australia.
b School of Psychology and Speech Pathology , Curtin University , Bentley , WA , Australia.
Cogn Emot. 2018 Sep;32(6):1275-1290. doi: 10.1080/02699931.2017.1408573. Epub 2017 Nov 28.
Whether valence change during evaluative conditioning is mediated by a link between the conditional stimulus (CS) and the unconditional stimulus (US; S-S learning) or between the CS and the unconditional response (S-R learning) is a matter of continued debate. Changing the valence of the US after conditioning, known as US revaluation, can be used to dissociate these accounts. Changes in CS valence after US revaluation provide evidence for S-S learning but if CS valence does not change, evidence for S-R learning is found. Support for S-S learning has been provided by most past revaluation studies, but typically the CS and US have been from the same stimulus category, the task instructions have suggested that judgements of the CS should be based on the US, and USs have been mildly valenced stimuli. These factors may bias the results in favour of S-S learning. We examined whether S-R learning would be evident when CSs and USs were taken from different categories, the task instructions were removed, and more salient USs were used. US revaluation was found to influence explicit US evaluations and explicit and implicit CS evaluations, supporting an S-S learning account and suggesting that past results are stable across procedural changes.
在评价性条件反射中，效价变化是由条件刺激（CS）与无条件刺激（US；刺激-刺激学习）之间的联系介导，还是由CS与无条件反应（刺激-反应学习）之间的联系介导，这一直是个有争议的问题。在条件反射后改变US的效价，即所谓的US重评估，可以用来区分这些观点。US重评估后CS效价的变化为刺激-刺激学习提供了证据，但如果CS效价没有变化，则为刺激-反应学习找到了证据。过去大多数重评估研究都支持刺激-刺激学习，但通常CS和US来自同一刺激类别，任务指令表明对CS的判断应基于US，并且US是轻度效价刺激。这些因素可能会使结果偏向于支持刺激-刺激学习。我们研究了当CS和US来自不同类别、去除任务指令并使用更显著的US时，刺激-反应学习是否会明显。发现US重评估会影响明确的US评价以及明确和隐含的CS评价，支持刺激-刺激学习观点，并表明过去的结果在程序变化中是稳定的。
