Retrieval cues fail to influence contextualized evaluations

Ryan J. Hutchings, Jimmy Calanchini, Lisa M. Huang, Heather R. Rees, Andrew M. Rivers, Jenny Roth, Jeffrey Sherman

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Initial evaluations generalise to new contexts, whereas counter-attitudinal evaluations are context-specific. Counter-attitudinal information may not change evaluations in new contexts because perceivers fail to retrieve counter-attitudinal cue-evaluation associations from memory outside the counter-attitudinal learning context. The current work examines whether an additional, counter-attitudinal retrieval cue can enhance the generalizability of counter-attitudinal evaluations. In four experiments, participants learned positive information about a target person, Bob, in one context, and then learned negative information about Bob in a different context. While learning the negative information, participants wore a wristband as a retrieval cue for counter-attitudinal Bob-negative associations. Participants then made speeded as well as deliberate evaluations of Bob while wearing or not wearing the wristband. Internal meta-analysis failed to find a reliable effect of the counter-attitudinal retrieval cue on speeded or deliberate evaluations, whereas the context cues influenced speeded and deliberate evaluations. Counter to predictions, counter-attitudinal retrieval cues did not disrupt the generalisation of first-learned evaluations or the context-specificity of second-learned evaluations (Experiments 2–4), but the counter-attitudinal retrieval cue did influence evaluations in the absence of context cues (Experiment 1). The current work provides initial evidence that additional counter-attitudinal retrieval cues fail to disrupt the renewal and generalizability of first-learned evaluations.

Original languageEnglish (US)
JournalCognition and Emotion
DOIs
StatePublished - Jan 1 2019

Keywords

  • Contextualised attitude change
  • evaluative conditioning
  • retrieval cues

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

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  • Cite this

    Hutchings, R. J., Calanchini, J., Huang, L. M., Rees, H. R., Rivers, A. M., Roth, J., & Sherman, J. (2019). Retrieval cues fail to influence contextualized evaluations. Cognition and Emotion. https://doi.org/10.1080/02699931.2019.1631757