How people (fail to) control the influence of affective stimuli on attitudes.

People's attitudes toward almost any stimulus (e.g., brands, people, food items) can change in line with the valence of co-occurring stimuli (e.

The propagation of self-control: Self-control in one domain simultaneously improves self-control in other domains.

[Correction Notice: An Erratum for this article was reported in Vol 144(3) of Journal of Experimental Psychology: General (see record 2015-24174-008). The affiliations for co-authors Kuangjie Zhang and Steven Sweldens were incorrect. All versions of this article have been corrected.

The role of awareness in attitude formation through evaluative conditioning.

This article provides a review of past and contemporary debates regarding the role of awareness in attitude formation through evaluative conditioning (EC), that is, by repeatedly pairing a stimulus with other stimuli of positive or negative valence. Because EC is considered the most prototypical method to form and change the network of evaluative associations in memory, the role of awareness in this effect is critical to the question of whether attitudes may be formed and changed through dual processes. We analyze the reasons why there has been so much discussion and disagreement regarding the role of awareness, review past and contemporary methodologies and their limitations, discuss the role of mental processes and conditioning procedures, and identify promising directions for future research in this area.

Implicit misattribution of evaluative responses: contingency-unaware evaluative conditioning requires simultaneous stimulus presentations.

Recent research has shown that evaluative conditioning (EC) procedures can change attitudes without participants' awareness of the contingencies between conditioned and unconditioned stimuli (Hütter, Sweldens, Stahl, Unkelbach, & Klauer, 2012). We present a theoretical explanation and boundary condition for the emergence of unaware EC effects based on the implicit misattribution of evaluative responses from unconditioned to conditioned stimuli. We hypothesize that such misattribution is only possible when conditioned and unconditioned stimuli are perceived simultaneously.

Dissociating contingency awareness and conditioned attitudes: evidence of contingency-unaware evaluative conditioning.

Whether human evaluative conditioning can occur without contingency awareness has been the subject of an intense and ongoing debate for decades, troubled by a wide array of methodological difficulties. Following recent methodological innovations, the available evidence currently points to the conclusion that evaluative conditioning effects do not occur without contingency awareness. In a simulation, we demonstrate, however, that these innovations are strongly biased toward the conclusion that evaluative conditioning requires contingency awareness, confounding the measurement of contingency memory with conditioned attitudes.