Christian Unkelbach

Reversing the truth effect: learning the interpretation of processing fluency in judgments of truth.

Repeated statements receive higher truth ratings than new statements. Given that repetition leads to greater experienced processing fluency, the author proposes that fluency is used in truth judgments according to its ecological validity. Thus, the truth effect occurs because people learn that fluency and truth tend to be positively correlated. Three experiments tested this notion. Experiment 1 replicated the truth effect by directly manipulating processing fluency; Experiment 2 reversed the effect by manipulating the correlation between fluency and truth in a learning phase. Experiment 3 generalized this reversal by showing a transfer of a negative correlation between perceptual fluency (due to color contrast) and truth to truth judgments when fluency is due to prior exposure (i.e., repetition).

The Learned Interpretation of Cognitive Fluency

The fluency of cognitive processes influences many judgments: Fluently processed statements are judged to be true, fluently processed instances are judged to be frequent, and fluently processed names are judged to be famous. According to a cue-learning approach, these effects of experienced fluency arise because the fluency cue is interpreted differentially in accordance with its learned validity. Two experiments tested this account by manipulating the fluency cues validity. Fluency was manipulated by color contrast (Experiment 1) and by required mental rotation (Experiment 2). If low fluency was correlated with a required affirmative or “old” response (and high fluency with a negative or “new” response) in a training phase, participants showed a reversal of the classic pattern in the recognition phase: Low-fluency stimuli had a higher probability than high-fluency stimuli to be classified as old. Thus, the interpretation and therefore the impact of fluency depended on the cues learned validity.

Oxytocin Selectively Facilitates Recognition of Positive Sex and Relationship Words

The neuropeptide oxytocin (OT) has a crucial role in social behavior (Bartz & Hollander, 2006). Oxytocin improves trust (Kosfeld, Heinrichs, Zak, Fischbacher, & Fehr, 2005), emotion perception (Domes, Henrichs, Michel, Berger, & Herpertz, 2007), eye-gaze (Guastella, Mitchell, & Dadds, 2008), and the encoding of happy faces (Guastella, Mitchell, & Mathews, 2008). However, the mechanisms underlying these observations are not fully understood. One explanation, from evolutionarybiological perspectives (Heinrichs, Meinlschmidt, Wippich, Ehlert, & Hellhammer, 2004), is that OT selectively facilitates the processing of positive social cues that are important for bonding and reproductive behavior. This study is the first to investigate whether OT produces a selective recognition advantage for identifying such positive social stimuli. We used a constructive recognition task in which a gradually disappearing mask slowly reveals the target stimulus. This methodology is ideally suited to assess top-down influences on cognition and was successfully used to demonstrate mood congruency effects (Fiedler, Nickel, Muehlfriedel, & Unkelbach, 2001; Forgas, 1995). We predicted that OT selectively enhances the recognition and categorization speed of positive sexually-themed and relationship words, but OT should not alter the processing of positive stimuli in general.

On the Respective Contributions of Awareness of Unconditioned Stimulus Valence and Unconditioned Stimulus Identity in Attitude Formation Through Evaluative Conditioning

Evaluative conditioning (EC) is a central mechanism for both classic and current theories of attitude formation. In contrast to Pavlovian conditioning, it is often conceptualized as a form of evaluative learning that occurs without awareness of the conditioned stimulus-unconditioned stimulus (CS-US) contingencies. In the present research, the authors directly address this point by assessing the respective roles of US valence awareness and US identity awareness in attitude formation through EC. Across 4 experiments, EC was assessed with evaluative ratings as well as evaluative priming measures, and the impact of valence and identity awareness on EC was evaluated. EC effects on priming and rating measures occurred only for CSs for which participants could report the associated US valence, and US identity awareness did not further contribute to EC. This finding was obtained both for semantically meaningless (i.e., nonword letter sequences) and meaningful (i.e., consumer products) CSs. These results provide further support for the critical role of contingency awareness in EC, albeit valence awareness, not identity awareness.

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. We adopt a process-dissociation procedure to separate the memory and attitude components. In 4 studies, the attitude parameter is validated using existing attitudes and applied to probe for contingency-unaware evaluative conditioning. A fifth experiment incorporates a time-delay manipulation confirming the dissociability of the attitude and memory components. The results indicate that evaluative conditioning can produce attitudes without conscious awareness of the contingencies. Implications for theories of evaluative conditioning and associative learning are discussed.

Evaluative Learning With Single Versus Multiple Unconditioned Stimuli: The Role of Contingency Awareness

Evaluative conditioning (EC) is obtained when an initially neutral conditioned stimulus (CS) becomes evaluated positively (negatively) after being paired with an evaluatively positive (negative) unconditioned stimulus (US). Most EC studies have paired a given CS with a single US, but EC has also been obtained when a CS was paired with multiple USs of the same valence. This study compares how both variants of CS-US pairing affect awareness for CS-US pairings and ultimately EC effects. EC was assessed directly and indirectly, using evaluative ratings and the Extrinsic Affective Simon Task. Memory for US identity and US valence was assessed to investigate effects of awareness. The multiple-US condition showed attenuated EC effects compared with the single-US condition. The direct measure showed EC effects when awareness of US valence or US identity was present. The indirect measure showed EC effects only when awareness of US identity was present. Results are discussed with regard to the role of contingency awareness in EC.

Evaluative conditioning depends on higher order encoding processes

Evaluative conditioning (EC) is commonly conceived as stimulus-driven associative learning. Here, we show that internally generated encoding activities mediate EC effects: Neutral conditioned stimuli (CS) faces were paired with positive and negative unconditioned stimuli (US) faces. Depending on the encoding task (Is CS a friend vs. enemy of US?), Experiment 1 yielded either normal EC effects (CS adopting US valence) or a reversal. This pattern was conditional on the degree to which encoding judgements affirmed friend or enemy encoding schemes. Experiments 2a and 2b replicated these findings with more clearly valenced US faces and controlling for demand effects. Experiment 3 demonstrated unconditional encoding effects when participants generated friend or enemy relations between CS and US faces. Explicitly stated friend or enemy relations in Experiment 4 left EC effects unaffected. Together, these findings testify to the importance of higher order cognitive processes in conditioning, much in line with recent evidence on the crucial role of conditioning awareness.

The Epistemic Status of Processing Fluency as Source for Judgments of Truth.

This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In the present analysis, based on Bayes’ Theorem, we adopt the reliable-process account of justification presented by Goldman (1986) and show that fluency is a reliable cue to truth, under the assumption that the majority of statements one has been exposed to are true. In the final section, we broaden the scope of this analysis and discuss how processing fluency as a potentially universal cue to judged truth may contribute to cultural differences in commonsense beliefs.

The ABC of stereotypes about groups: Agency/socioeconomic success, conservative–progressive beliefs, and communion.

Previous research argued that stereotypes differ primarily on the 2 dimensions of warmth/communion and competence/agency. We identify an empirical gap in support for this notion. The theoretical model constrains stereotypes a priori to these 2 dimensions; without this constraint, participants might spontaneously employ other relevant dimensions. We fill this gap by complementing the existing theory-driven approaches with a data-driven approach that allows an estimation of the spontaneously employed dimensions of stereotyping. Seven studies (total N = 4,451) show that people organize social groups primarily based on their agency/socioeconomic success (A), and as a second dimension, based on their conservative-progressive beliefs (B). Communion (C) is not found as a dimension by its own, but rather as an emergent quality in the two-dimensional space of A and B, resulting in a 2D ABC model of stereotype content about social groups. (PsycINFO Database Record

Arginine Vasopressin selectively enhances recognition of sexual cues in male humans.

Arginine Vasopressin modulates complex social and sexual behavior by enhancing social recognition, pair bonding, and aggression in non-human mammals. The influence of Arginine Vasopressin in human social and sexual behavior is, however, yet to be fully understood. We evaluated whether Arginine Vasopressin nasal spray facilitated recognition of positive and negative social and sexual stimuli over non-social stimuli. We used a recognition task that has already been shown to be sensitive to the influence of Oxytocin nasal spray (Unkelbach et al., 2008). In a double-blind, randomized, placebo-controlled, between-subjects design, 41 healthy male volunteers were administered Arginine Vasopressin (20 IU) or a placebo nasal spray after a 45 min wait period and then completed the recognition task. Results showed that the participants administered Arginine Vasopressin nasal spray were faster to detect sexual words over other types of words. This effect appeared for both positively and negatively valenced words. Results demonstrate for the first time that Arginine Vasopressin selectively enhances human cognition for sexual stimuli, regardless of valence. They further extend animal and human genetic studies linking Arginine Vasopressin to sexual behavior in males. Findings suggest an important cognitive mechanism that could enhance sexual behaviors in humans.