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Erscheinungsjahr
- 2014 (13) (entfernen)
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- Hydrocortison (2)
- Kognition (2)
- Physiologische Psychologie (2)
- Stress (2)
- attitudes (2)
- AVEM (1)
- Affekt (1)
- Aggression (1)
- Alliance Ruptures (1)
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Institut
- Psychologie (13) (entfernen)
Attitudes are "the most distinctive and indispensable concept in contemporary social psychology" (Allport, 1935, p. 798). This outstanding position of the attitude concept in social cognitive research is not only reflected in the innumerous studies focusing on this concept but also in the huge number of theoretical approaches that have been put forth since then. Yet, it is still an open question, what attitudes actually are. That is, the question of how attitude objects are represented in memory cannot be unequivocally answered until now (e.g., Barsalou, 1999; Gawronski, 2007; Pratkanis, 1989, Chapter 4). In particular, researchers strongly differ with respect to their assumptions on the content, format and structural nature of attitude representations (Ferguson & Fukukura, 2012). This prevailing uncertainty on what actually constitutes our likes and dislikes is strongly dovetailed with the question of which processes result in the formation of these representations. In recent years, this issue has mainly been addressed in evaluative conditioning research (EC). In a standard EC-paradigm a neutral stimulus (conditioned stimulus, CS) is repeatedly paired with an affective stimulus (unconditioned stimulus, US). The pairing of stimuli then typically results in changes in the evaluation of the CS corresponding to the evaluative response of the US (De Houwer, Baeyens, & Field, 2005). This experimental approach on the formation of attitudes has primarily been concerned with the question of how the representations underlying our attitudes are formed. However, which processes operate on the formation of such an attitude representation is not yet understood (Jones, Olson, & Fazio, 2010; Walther, Nagengast, & Trasselli, 2005). Indeed, there are several ideas on how CS-US pairs might be encoded in memory. Notwithstanding the importance of these theoretical ideas, looking at the existing empirical work within the research area of EC (for reviews see Hofmann, De Houwer, Perugini, Baeyens, & Crombez, 2010; De Houwer, Thomas, & Baeyens, 2001) leaves one with the impression that scientists have skipped the basic processes. Basic processes hereby especially refer to the attentional processes being involved in the encoding of CSs and USs as well as the relation between them. Against the background of this huge gap in current research on attitude formation, the focus of this thesis will be to highlight the contribution of selective attention processes to a better understanding of the representation underlying our likes and dislikes. In particular, the present thesis considers the role of selective attention processes for the solution of the representation issue from three different perspectives. Before illustrating these different perspectives, Chapter 1 is meant to envision the omnipresence of the representation problem in current theoretical as well as empirical work on evaluative conditioning. Likewise, it emphasizes the critical role of selective attention processes for the representation question in classical conditioning and how this knowledge might be used to put forth the uniqueness of evaluative conditioning as compared to classical conditioning. Chapter 2 then considers the differential influence of attentional resources and goal-directed attention on attitude learning. The primary objective of the presented experiment was thereby to investigate whether attentional resources and goal-directed attention exert their influence on EC via changes in the encoding of CS-US relations in memory (i.e., contingency memory). Taking the findings from this experiment into account, Chapter 3 focuses on the selective processing of the US relative to the CS. In particular, the two experiments presented in this chapter were meant to explore the moderating influence of the selective processing of the US in its relation to the CS on EC. In Chapter 4 the important role of the encoding of the US in relation to the CS, as outlined in Chapter 3, is illuminated in the context of different retrieval processes. Against the background of the findings from the two presented experiments, the interplay between the encoding of CS-US contingencies and the moderation of EC via different retrieval processes will be discussed. Finally, a general discussion of the findings, their theoretical implications and future research lines will be outlined in Chapter 5.
Evaluative conditioning (EC) refers to changes in liking that are due to the pairing of stimuli, and is one of the effects studied in order to understand the processes of attitude formation. Initially, EC had been conceived of as driven by processes that are unique to the formation of attitudes, and that occur independent of whether or not individuals engage in conscious and effortful propositional processes. However, propositional processes have gained considerable popularity as an explanatory concept for the boundary conditions observed in EC studies, with some authors going as far as to suggest that the evidence implies that EC is driven primarily by propositional processes. In this monograph I present research which questions the validity of this claim, and I discuss theoretical challenges and avenues for future EC research.
Fast and Slow Effects of Cortisol on Several Functions of the Central Nervous System in Humans
(2014)
Cortisol is one of the key substances released during stress to restore homeostasis. Our knowledge of the impact of this glucocorticoid on cognition and behavior in humans is, however, still limited. Two modes of action of cortisol are known, a rapid, nongenomic and a slow, genomic mode. Both mechanisms appear to be involved in mediating the various effects of stress on cognition. Here, three experiments are presented that investigated fast and slow effects of cortisol on several functions of the human brain. The first experiment investigated the interaction between insulin and slow, genomic cortisol effects on resting regional cerebral blood flow (rCBF) in 48 young men. A bilateral, locally distinct increase in rCBF in the insular cortex was observed 37 to 58 minutes after intranasal insulin admission. Cortisol did not influence rCBF, neither alone nor in interaction with insulin. This finding suggests that cortisol does not influence resting cerebral blood flow within a genomic timeframe. The second experiment examined fast cortisol effects on memory retrieval. 40 participants (20 of them female) learned associations between neutral male faces and social descriptions and were tested for recall one week later. Cortisol administered intravenously 8 minutes before retrieval influenced recall performance in an inverted U-shaped dose-response relationship. This study demonstrates a rapid, presumably nongenomic cortisol effect on memory retrieval in humans. The third experiment studied rapid cortisol effects on early multisensory integration. 24 male participants were tested twice in a focused cross-modal choice reaction time paradigm, once after cortisol and once after placebo infusion. Cortisol acutely enhanced the integration of visual targets and startling auditory distractors, when both stimuli appeared in the same sensory hemi-field. The rapidity of effect onset strongly suggests that cortisol changes multisensory integration by a nongenomic mechanism. The work presented in this thesis highlights the essential role of cortisol as a fast acting agent during the stress response. Both the second and the third experiment provide new evidence of nongenomic cortisol effects on human cognition and behavior. Future studies should continue to investigate the impact of rapid cortisol effects on the functioning of the human brain.