Attitudes and Evaluative Conditioning

Evaluative conditioning is traditionally considered a strong case for the existence of associative attitude learning. Recent research from our lab, however, questions this view. Using a variety of paradigms and conditioning modalities, we found evaluative conditioning to depend on the availability of cognitive resources, on awareness and on goals. 

Recent publications

• Mierop, A., Molet, M., & Corneille, O. (in press). Response production during extinction training is not sufficient for Extinction of Evaluative Conditioning. Cognition & Emotion, DOI : 10.1080/02699931.2018.1545633.

Corneille, Olivier; Stahl, Christoph (2018). Associative attitude learning: A closer look at evidence and how it relates to attitude models. Personality and Social Psychology Review.

• Roland, N., Mierop, A., Frenay, M., Corneille, O. (2018). Field-Identification IAT predicts students' academic persistence over and above Theory of Planned Behavior constructs. Frontline Learning Research. DOI: 10.14786/flr.v6i.327

Mierop, Adrien ; Hütter, Mandy ; Stahl, Christoph; Corneille, Olivier. (2018). Does attitude acquisition in evaluative conditioning without explicit CS-US memory reflect implicit misattribution of affect? Cognition & Emotion. DOI : 10.1080/02699931.2018.1435505

Mierop, Adrien; Hütter, Mandy; Corneille, Olivier (2016). Resource availability and explicit memory largely determine evaluative conditioning effects in a paradigm claimed to be conducive to implicit attitudes acquisition. Social Psychological and Personality Science. 1948550616687093.

Stahl, Christoph ; Haaf, Julia ; Corneille, Olivier. Subliminal evaluative conditioning? Above-chance CS identification may be necessary and insufficient for attitude learning. In: Journal of Experimental Psychology: General, Vol. 145, no.9, p. 1107-1131 (2016). doi:10.1037/xge0000191.

Sweldens, Steven ; Corneille, Olivier ; Yzerbyt, Vincent. The role of awareness in attitude formation through evaluative conditioning. In: Personality and Social Psychology Review, Vol. 18, no. 2, p. 187-209 (2014). doi:10.1177/1088868314527832.