Doshisha''Jan'De'Houwer
Symposium' Evaluative'Learning
on'Learning'
and'Motivation'
講演 1.

''! Ghent!University,!Belgium!
:!
A!novel!functional!perspective!on!how!
regularities!in!the!environment!shape!our!
likes!and!dislikes!

主催
同志社大学心理学部
共催
同志社大学心理学会
同志社大学こころの科学研究センター

講演 2.'Sean'J.'Hughes' '! Ghent!University,!Belgium!

!

Expanding'the'Boundaries'of'
Evaluative'Learning'Research:! !
How!intersecting!regularities!shape!our!
likes!and!dislikes! !

講演 3.'Jeff'W.'Grimm' 'Western!Washington!University,!USA!

Incubation'of'Sucrose'Craving:!
Behavioral!and!neurobiological!studies!
!

2016 年 8 月 1 日（月）14:00-17:00
同志社大学京田辺キャンパス 恵道館（KD）106 教室（講演は英語で行われますが，サマリー通訳が付きます）
お問い合わせ：青山謙二郎（kaoyama@mail.doshisha.ac.jp）・田中あゆみ（aytanaka@mail.doshisha.ac.jp）

講演要旨 1
Evaluative learning: A Novel Functional Perspective on How Regularities
in the Environment Shape Our Likes and Dislikes

Jan De Houwer, Sean J. Hughes, & Dermot
Barnes-Holmes(Ghent University)

Evaluative learning can be defined as the impact of regularities in the environment on liking (DeHouwer et al., 2013). Preferences are shaped by regularities in the presence of a single stimulus(i.e., mere exposure), regularities in the presence of two stimuli (i.e., evaluative conditioning),
regularities in the presence of stimuli and behavior (i.e., operant evaluative conditioning), andintersections between different regularities (as recently demonstrated by Hughes et al., in pressa). These functional definitions maximize freedom at the cognitive level of analysis and highlighta functional level at which these effects can also be analyzed. Within the functional level ofanalysis, regularities are typically conceived of as proximal causes of preferences, that is, asenvironmental events that change the evaluative responses that a stimulus evokes. I present analternative functional perspective thatis based on Relational Frame Theory (Hayes et al., 2001;

Hughes et al., in press b). From this perspective, regularities are conceived of as symbolic cuesthat refer to how stimuli are related to each other. For instance, the mere spatio-temporalco-occurrence of two stimuli (as present in evaluative conditioning procedures) might function
as a cue for the equivalence of those two stimuli, thus allowing for a transfer of properties undercertain conditions. This novel perspective highlights previously unrecognized moderators ofevaluative learning effects, thereby constrains cognitive theories of evaluative learning, andinforms us about the relation between evaluative learning effects and persuasion.
De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of afunctional definition of learning. Psychonomic Bulletin & Review, 20, 631-642. DOI:
10.3758/s13423-013-0386-3
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational Frame Theory: A Post-Skinnerianaccount of human language and cognition. New York: Plenum Press.
Hughes, S., De Houwer, J., & Perugini, M. (in press a). Expanding the boundaries of evaluative learning
research: How intersecting regularities shape our likes and dislikes. Journal of Experimental Psychology:General.
Hughes, S., De Houwer, J., & Barnes-Holmes, D. (in press b). The moderating impact of distal regularities on
the effect of stimulus pairings: A novel perspective on evaluative conditioning. Experimental Psychology.

講演要旨 2Expanding the Boundaries of Evaluative Learning Research: How
Intersecting Regularities Shape Our Likes and Dislikes

Sean J. Hughes & Jan De Houwer(Ghent University)

Although humans may be biologically prepared to prefer certain stimuli over others,
many of our likes and dislikes are learned through on-going interactions in and with theenvironment. Over the last thirty years, researchers have identified a number ofimportant pathways through which novel preferences may be formed and existingones altered. Most of these pathways involve regularities in the presence of a single
stimulus (e.g., mere exposure), two or more stimuli (e.g., evaluative conditioning) or
between behavior and its consequences (e.g., approach/avoidance learning). We offer
intersecting regularities as a forth and previously undiscovered type of evaluative
learning. Across several studies we found that when events in the environment(operant contingencies) intersect with one another these overlaps are sufficient togenerate changes in automatic and self-reported evaluative responding. The numberof potential intersections between regularities is staggering and each represents a
potential conduit through which evaluative properties may be transferred from one
stimulus to another. Functional (stimulus equivalence) and cognitive (propositional)
explanations of this phenomenon will be offered followed by a discussion of how thisnew type of evaluative learning can accelerate theoretical, methodological andempirical development within attitude research.

講演要旨 3
Incubation of Sucrose Craving: Behavioral and Neurobiological Studies

Jeff W. Grimm（Western Washington University, USA）

Laboratory rats respond for cues previously associated with drugs or food.

Thisseeking behavior is used as an animal model of craving, a subjective experience inhumans that has been associated with likelihood of drug relapse and diet recidivism.
In 2001 we reported that cocaine seeking by rats increases over 2 months ofabstinence from drug self-administration.

“Incubation of craving” has subsequently

been observed in rats responding for cues associated with alcohol, heroin,methamphetamine, saccharin, or sucrose and in humans reacting to alcohol, cocaine,heroin, methamphetamine, or tobacco (nicotine) cues.

This seminar will focus on theincubation of sucrose craving, as it is arguably a model paradigm for incubation ofcraving, and also as food craving is especially relevant today with obesity rates
elevated worldwide.

Data presented will be from studies on the behavioral andneurobiological mechanisms of the incubation of sucrose craving.

It will be argued

that these data support a hypothesis that the incubation of craving is mediated by an
abstinence-dependent increase in motivation to respond for or in the presence of
reward-paired cues and also by abstinence-dependent changes in dopamine
neurotransmission.

The final conclusion to be presented will include remarks on thetranslational significance of these findings.