Stimulus devaluation induced by action stopping is greater for explicit value representations

We recently showed that rapidly stopping an action in the face of a reward-related stimulus reduces the subjective value of that stimulus (Wessel et al., 2014). In that study, there were three phases. In an initial learning phase, geometric shapes were associated with monetary value via implicit lea...

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Main Authors: Jan R Wessel, Alexandra eTonnesen, Adam R Aron
Format: Article
Language:English
Published: Frontiers Media S.A. 2015-10-01
Series:Frontiers in Psychology
Subjects:
Online Access:http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01640/full
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spelling doaj-2fb4be57e08e4c20bac5e9146abcb76c2020-11-24T23:46:54ZengFrontiers Media S.A.Frontiers in Psychology1664-10782015-10-01610.3389/fpsyg.2015.01640154846Stimulus devaluation induced by action stopping is greater for explicit value representationsJan R Wessel0Alexandra eTonnesen1Adam R Aron2University of California, San DiegoUniversity of California, San DiegoUniversity of California, San DiegoWe recently showed that rapidly stopping an action in the face of a reward-related stimulus reduces the subjective value of that stimulus (Wessel et al., 2014). In that study, there were three phases. In an initial learning phase, geometric shapes were associated with monetary value via implicit learning. In a subsequent treatment phase, half the shapes were paired with action-stopping, and half were not. In a final auction phase, shapes that had been paired with stopping in the treatment phase were subjectively perceived as less valuable compared to those that were not. Exploratory post-hoc analysis showed that the stopping-induced devaluation effect was larger for participants with greater explicit knowledge of stimulus values. Here, we repeated the study in 65 participants to systematically test whether the level of explicit knowledge influences the degree of devaluation. The results replicated the core result that action-stopping reduces stimulus value. Furthermore, they showed that this effect was indeed significantly larger in participants with more explicit knowledge of the relative stimulus values in the learning phase. These results speak to the robustness of the stopping-induced devaluation effect, and furthermore imply that behavioral therapies using stopping could be successful in devaluing real-world stimuli, insofar as stimulus values are explicitly represented. Finally, to facilitate future investigations into the applicability of these findings as well as the mechanisms underlying stopping-induced stimulus devaluation, we herein provide open source code for the behavioral paradigm.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01640/fullcognitive controlstop-signal taskimplicit learningInhibitory ControlValue-based Decision Makingdevaluation
collection DOAJ
language English
format Article
sources DOAJ
author Jan R Wessel
Alexandra eTonnesen
Adam R Aron
spellingShingle Jan R Wessel
Alexandra eTonnesen
Adam R Aron
Stimulus devaluation induced by action stopping is greater for explicit value representations
Frontiers in Psychology
cognitive control
stop-signal task
implicit learning
Inhibitory Control
Value-based Decision Making
devaluation
author_facet Jan R Wessel
Alexandra eTonnesen
Adam R Aron
author_sort Jan R Wessel
title Stimulus devaluation induced by action stopping is greater for explicit value representations
title_short Stimulus devaluation induced by action stopping is greater for explicit value representations
title_full Stimulus devaluation induced by action stopping is greater for explicit value representations
title_fullStr Stimulus devaluation induced by action stopping is greater for explicit value representations
title_full_unstemmed Stimulus devaluation induced by action stopping is greater for explicit value representations
title_sort stimulus devaluation induced by action stopping is greater for explicit value representations
publisher Frontiers Media S.A.
series Frontiers in Psychology
issn 1664-1078
publishDate 2015-10-01
description We recently showed that rapidly stopping an action in the face of a reward-related stimulus reduces the subjective value of that stimulus (Wessel et al., 2014). In that study, there were three phases. In an initial learning phase, geometric shapes were associated with monetary value via implicit learning. In a subsequent treatment phase, half the shapes were paired with action-stopping, and half were not. In a final auction phase, shapes that had been paired with stopping in the treatment phase were subjectively perceived as less valuable compared to those that were not. Exploratory post-hoc analysis showed that the stopping-induced devaluation effect was larger for participants with greater explicit knowledge of stimulus values. Here, we repeated the study in 65 participants to systematically test whether the level of explicit knowledge influences the degree of devaluation. The results replicated the core result that action-stopping reduces stimulus value. Furthermore, they showed that this effect was indeed significantly larger in participants with more explicit knowledge of the relative stimulus values in the learning phase. These results speak to the robustness of the stopping-induced devaluation effect, and furthermore imply that behavioral therapies using stopping could be successful in devaluing real-world stimuli, insofar as stimulus values are explicitly represented. Finally, to facilitate future investigations into the applicability of these findings as well as the mechanisms underlying stopping-induced stimulus devaluation, we herein provide open source code for the behavioral paradigm.
topic cognitive control
stop-signal task
implicit learning
Inhibitory Control
Value-based Decision Making
devaluation
url http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01640/full
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AT alexandraetonnesen stimulusdevaluationinducedbyactionstoppingisgreaterforexplicitvaluerepresentations
AT adamraron stimulusdevaluationinducedbyactionstoppingisgreaterforexplicitvaluerepresentations
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