We used a qualitative dissociation procedure to assess semantic priming from spatially attended and unattended masked words. Participants categorized target words that were preceded by parafoveal prime words belonging to either the same or the opposite category as the target. Using this paradigm, only non-strategic use of the prime would result in facilitation of the target responses in related trials. Primes were immediately masked or masked with a delay, while spatial attention was allocated to the primes’ location or away from (...) the primes’ location. Immediate masked, strongly related primes facilitated target responses irrespective of the spatial attention. Delayed masked, related primes led to reversed or facilitatory priming depending on whether they were cued or uncued. These findings demonstrate that perceiving a stimulus with or without awareness depends on both stimulus quality and attention orienting and that non-strategic priming can be observed from clear visible but spatially unattended words. (shrink)

Evaluative Conditioning (EC) refers to changes in our liking or disliking of a stimulus due to its pairing with other positive or negative stimuli. In addition to stimulus-based mechanisms, recent research has shown that action-based mechanisms can also lead to EC effects. Research, based on action control theories, has shown that pairing a positive or negative action with a neutral stimulus results in EC effects (Stimulus-Response binding). Similarly, research studies using Operant Conditioning (OC) approaches have also observed EC effects. The (...) aim of the present study is to directly compare EC effects elicited by two different response-based approaches – S-R bindings and OC. To this end, participants were randomly assigned to an S-R binding procedure and an OC procedure. EC effects were measured in conditions and compared. Implications for EC theory are discussed. (shrink)

We investigated in two experiments whether selective attention processes modulate evaluative conditioning. Based on the fact that the typical stimuli in an EC paradigm involve an affect-laden unconditioned stimulus and a neutral conditioned stimulus, we started from the assumption that learning might depend in part upon selective attention to the US. Attention to the US was manipulated by including a variant of the Eriksen flanker task in the EC paradigm. Similarly to the original Flanker paradigm, we implemented a target-distracter logic (...) by introducing the CS as the task-relevant stimulus to which the participants had to respond and the US as a task-irrelevant distracter. Experiment 1 showed that CS–US congruence modulated EC if the CS had to be selected against the US. Specifically, EC was more pronounced for congruent CS–US pairs as compared to incongruent CS–US pairs. Experiment 2 disentangled CS–US congruence and CS–US compatibility and suggested that it is indeed CS–US stimulus congruence rather than CS–US response compatibility that modulates EC. (shrink)