Flavors of desire: Cognitive representations of appetitive stimuli and their motivational implications.

How do people cognitively represent appetitive stimuli? Do interactions with appetitive stimuli shape how we think about them, and do such representations affect motivation to consume? Although much is known about how people respond to appetitive stimuli, little is known about how they are represented. We examine this in the domain of sugar-sweetened drinks, which constitute a significant self-control problem for many people. Given people's rich and diverse learning histories of consuming them, we propose that representations of these stimuli will show high variability, and that they will reflect idiosyncratic simulations, or reenactments, of previous consumption experiences. Representing drinks in terms of consuming and enjoying them may predict the motivation to consume. In three experiments (total N = 457), participants described nonalcoholic drinks in a "feature listing task," a free production task to assess cognitive representations of concepts through natural language. We also measured consumption frequency, desire to drink, and intake (Experiment 3), and we measured (Experiments 1 and 2) or manipulated (Experiment 3) thirst. Illustrating the variability of participants' representations of drinks, participants reported a large number of different features (210-331 unique features per drink). Drinks were described heavily with words related to consumption and reward experiences, especially sugary drinks, and especially when consumed frequently. Consumption and reward features predicted desire and intake, more strongly than thirst. These findings suggest that simulations of previous rewarding interactions play a key role in representations of appetitive stimuli, and that understanding these representations may be useful across domains of appetitive behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Instructed and Acquired Contingencies in Response-Inhibition Tasks.

Inhibitory control can be triggered directly via the retrieval of previously acquired stimulus-stop associations from memory. However, a recent study suggests that this item-specific stop learning may be mediated via expectancies of the contingencies in play (Best, Lawrence, Logan, McLaren, & Verbruggen, 2016). This could indicate that stimulus-stop learning also induces strategic proactive changes in performance. We further tested this hypothesis in the present study. In addition to measuring expectancies following task completion, we introduced a between-subjects expectancy manipulation in which one group of participants were informed about the stimulus-stop contingencies and another group did not receive any information about the stimulus-stop contingencies. Moreover, we combined this instruction manipulation with a distractor manipulation that was previously used to examine strategic proactive adjustments. We found that the stop-associated items slowed responding in both conditions. Furthermore, participants in both conditions generated expectancies following task completion that were consistent with the stimulus-stop contingencies. The distractor manipulation was ineffective. However, we found differences in the relationship between the expectancy ratings and task performance: in the instructed condition, the expectancies reliably correlated with the response slowing for the stop-associated items, whereas in the uninstructed condition we found no reliable correlation. These differences between the correlations were reliable, and our conclusions were further supported by Bayesian analyses. We conclude that stimulus-stop associations that are acquired either via task instructions or via task practice have similar effects on behaviour but could differ in how they elicit response slowing.

Does Learning Influence the Detection of Signals in a Response-Inhibition Task?

Learning can modulate various forms of action control, including response inhibition. People may learn associations between specific stimuli and the acts of going or stopping, influencing task performance. The present study tested whether people also learn associations between specific stimuli and features of the stop or no-go signal used in the task. Across two experiments, participants performed a response-inhibition task in which the contingencies between specific stimuli and the spatial locations of the 'go' and 'withhold' signals were manipulated. The contingencies between specific stimuli and either going or withholding were also manipulated, such that a subset of stimuli were associated with responding and another subset with withholding a response. Although there was clear evidence that participants learned to associate specific stimuli with the acts of going or withholding, there was no evidence that participants acquired the spatial signal-location associations. The absence of signal learning was supported by Bayesian analyses. These findings challenge our previous proposals that learning always influences signal-detection processes in response-inhibition tasks where features of the signal remain the same throughout the task.

Lower socioeconomic status is associated with higher intended consumption from oversized portions of unhealthy food.

Socioeconomic status is one of the strongest predictors of obesity, and of living in deprived neighbourhoods with unhealthy food environments. Little is known, however, about the psychological processes that translate features of such environments into socioeconomic differences in eating behaviour. One important feature of unhealthy food environments is the prevalence of oversized portions of unhealthy food. The present study tested whether individuals with lower socioeconomic status intend to consume more from large portions than those with higher socioeconomic status, and examined the psychological processes underlying this effect. A large-scale online experiment was conducted in which participants (N = 511) indicated how much they would eat from small and large portions of healthy and unhealthy snacks. The mediating effects of trait impulsivity and perceptions of how much was considered appropriate to eat were also assessed. Participants with lower socioeconomic status intended to eat more from the large portions than from the small portions of the unhealthy snacks, which would equate to a potential 15-22% increase in energy intake. These effects were partially mediated by trait impulsivity and perceptions of how much is appropriate to eat. These findings point to a significant health burden of low socioeconomic status: when exposed to unhealthy food environments, specific psychological processes might increase the amount of unhealthy food those with lower socioeconomic intend to consume. This study critically informs the emerging understanding of the psychology of socioeconomic status and eating behaviour.

Studying human eating behaviour in the laboratory: Theoretical considerations and practical suggestions.

Robinson and colleagues (2018) make important first steps in highlighting the shortcomings of laboratory studies of human eating behaviour, and providing some general suggestions to increase methodological and reporting quality. In this commentary, we present additional important theoretical considerations and practical suggestions. First, we discuss the role of situational cues in eating behaviour and highlight the implications for designing ecologically valid laboratory experiments. Next, we discuss food intake in laboratory settings in the context of the distinction between implicit and explicit measures used widely in social psychology, and provide practical recommendations to keep intake a relatively implicit measure. Finally, we recognise that designing optimal experiments requires significant resources so we present a practical procedure to recruit the smallest informative sample via Bayesian sequential hypothesis testing.

Shifting Attention Between Visual Dimensions as a Source of Switch Costs.

Task-switching experiments have documented a puzzling phenomenon: Advance warning of the switch reduces but does not eliminate the switch cost. Theoretical accounts have posited that the residual switch cost arises when one selects the relevant stimulus-response mapping, leaving earlier perceptual processes unaffected. We put this assumption to the test by seeking electrophysiological markers of encoding a perceptual dimension. Participants categorized a colored letter as a vowel or consonant or its color as "warm" or "cold." Orthogonally to the color manipulation, some colors were eight times more frequent than others, and the letters were in upper- or lowercase. Color frequency modulated the electroencephalogram amplitude at around 150 ms when participants repeated the color-classification task. When participants switched from the letter task to the color task, this effect was significantly delayed. Thus, even when prepared for, a task switch delays or prolongs encoding of the relevant perceptual dimension.

Should I stop or should I go? The role of associations and expectancies.

Following exposure to consistent stimulus-stop mappings, response inhibition can become automatized with practice. What is learned is less clear, even though this has important theoretical and practical implications. A recent analysis indicates that stimuli can become associated with a stop signal or with a stop goal. Furthermore, expectancy may play an important role. Previous studies that have used stop or no-go signals to manipulate stimulus-stop learning cannot distinguish between stimulus-signal and stimulus-goal associations, and expectancy has not been measured properly. In the present study, participants performed a task that combined features of the go/no-go task and the stop-signal task in which the stop-signal rule changed at the beginning of each block. The go and stop signals were superimposed over 40 task-irrelevant images. Our results show that participants can learn direct associations between images and the stop goal without mediation via the stop signal. Exposure to the image-stop associations influenced task performance during training, and expectancies measured following task completion or measured within the task. But, despite this, we found an effect of stimulus-stop learning on test performance only when the task increased the task-relevance of the images. This could indicate that the influence of stimulus-stop learning on go performance is strongly influenced by attention to both task-relevant and task-irrelevant stimulus features. More generally, our findings suggest a strong interplay between automatic and controlled processes.

The inhibitory control reflex.

Response inhibition is typically considered a hallmark of deliberate executive control. In this article, we review work showing that response inhibition can also become a 'prepared reflex', readily triggered by information in the environment, or after sufficient training, or a 'learned reflex' triggered by the retrieval of previously acquired associations between stimuli and stopping. We present new results indicating that people can learn various associations, which influence performance in different ways. To account for previous findings and our new results, we present a novel architecture that integrates theories of associative learning, Pavlovian conditioning, and executive response inhibition. Finally, we discuss why this work is also relevant for the study of 'intentional inhibition'.