Camilla C Luck
Biographic Data
| ID | 4600757 |
|---|---|
| NAME | Camilla C Luck |
| GIVEN NAMES | Camilla C |
| FAMILY NAME | Luck |
| SIGNATURE | LUCK C C |
| AFFILIATIONS | Curtin University |
| ORCID | 0000-0002-9364-1418 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Examining conceptual generalisation after acquisition, extinction, and reinstatement in evaluative conditioning
In evaluative conditioning, a neutral conditional stimulus (CS) acquires the valence of a pleasant or unpleasant unconditional stimulus (US) after the CS and US are paired (acquisition). Valence acquired by the CS can generalise to other stimuli from the same category. Presenting the CS alone can reduce evaluative conditioning (extinction), but evaluations can return after the US is presented alone (reinstatement). The current research investigat…
The influence of instructions on generalised valence – conditional stimulus instructions after evaluative conditioning update the explicit and implicit evaluations of generalisation stimuli
Generalisation in evaluative conditioning occurs when the valence acquired by a conditional stimulus (CS), after repeated pairing with an unconditional stimulus (US), spreads to stimuli that are similar to the CS (generalisation stimuli, GS). CS evaluations can be updated via CS instructions that conflict with prior conditioning (negative conditioning + positive instruction). We examined whether CS instructions can update GS evaluations after con…
Conceptual generalisation in fear conditioning using single and multiple category exemplars as conditional stimuli – electrodermal responses and valence evaluations generalise to the broader category
Conceptual generalisation occurs when conditional responses generalise to novel stimuli from the same category. Past research demonstrates that physiological fear responses generalise across categories, however, conceptual generalisation of stimulus valence evaluations during fear conditioning has not been examined. We investigated whether conceptual generalisation, as indexed by electrodermal responses and stimulus evaluations, would occur, and …
Be careful what you say! – Evaluative change based on instructional learning generalizes to other similar stimuli and to the wider category
In evaluative conditioning, a conditional stimulus (CS; e.g. a neutral picture) acquires positive/negative valence if it is paired with a pleasant/unpleasant unconditional stimulus (US; e.g. a positive/negative picture). This valence generalises to other stimuli similar to the CS and to the wider CS category. Being informed that the CS will be paired with the US induces a similar change in valence (instructional learning), but it is not clear whe…
Measuring unconditional stimulus expectancy during evaluative conditioning strengthens explicit conditional stimulus valence
During evaluative conditioning, a neutral conditional stimulus (CS) becomes pleasant or unpleasant after pairings with a positive/negative unconditional stimulus (US). Measures of US expectancy are commonly assessed during conditioning but it is unclear whether this affects evaluative learning. In Experiment 1, we examined whether the concurrent assessment of US expectancy alongside measures of CS valence would influence the acquisition, extincti…
Implicit Assessment of Self-Injury Related Outcome Expectancies
According to Social Cognitive Theory, the anticipated consequences of a behaviour (outcome expectancies), influence the likelihood of engaging in a behaviour. Results from self-report studies suggest that people who have self-injured expect self-injury will regulate emotions while people who have never self-injured expect self-injury to result in pain. In this study we trialled three experimental tasks measuring implicit self-injury related outco…
Contrast effects in backward evaluative conditioning
Past studies of backward evaluative conditioning (EC) have found an assimilation effect, in that neutral conditional stimuli (conditional stimulus [CS]) were found to acquire the valence of co-occurring unconditional stimuli (US). Recent studies employing a concurrent forward and backward conditioning paradigm with instructions suggesting a contrastive relation between the US and the backward CS have resulted in contrast effects, in that backward…
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Contrast effects in backward evaluative conditioning
Past studies of backward evaluative conditioning (EC) have found an assimilation effect, in that neutral conditional stimuli (conditional stimulus [CS]) were found to acquire the valence of co-occurring unconditional stimuli (US). Recent studies employing a concurrent forward and backward conditioning paradigm with instructions suggesting a contrastive relation between the US and the backward CS have resulted in contrast effects, in that backward…
Measuring unconditional stimulus expectancy during evaluative conditioning strengthens explicit conditional stimulus valence
During evaluative conditioning, a neutral conditional stimulus (CS) becomes pleasant or unpleasant after pairings with a positive/negative unconditional stimulus (US). Measures of US expectancy are commonly assessed during conditioning but it is unclear whether this affects evaluative learning. In Experiment 1, we examined whether the concurrent assessment of US expectancy alongside measures of CS valence would influence the acquisition, extincti…
Implicit Assessment of Self-Injury Related Outcome Expectancies
According to Social Cognitive Theory, the anticipated consequences of a behaviour (outcome expectancies), influence the likelihood of engaging in a behaviour. Results from self-report studies suggest that people who have self-injured expect self-injury will regulate emotions while people who have never self-injured expect self-injury to result in pain. In this study we trialled three experimental tasks measuring implicit self-injury related outco…
Be careful what you say! – Evaluative change based on instructional learning generalizes to other similar stimuli and to the wider category
In evaluative conditioning, a conditional stimulus (CS; e.g. a neutral picture) acquires positive/negative valence if it is paired with a pleasant/unpleasant unconditional stimulus (US; e.g. a positive/negative picture). This valence generalises to other stimuli similar to the CS and to the wider CS category. Being informed that the CS will be paired with the US induces a similar change in valence (instructional learning), but it is not clear whe…
Conceptual generalisation in fear conditioning using single and multiple category exemplars as conditional stimuli – electrodermal responses and valence evaluations generalise to the broader category
Conceptual generalisation occurs when conditional responses generalise to novel stimuli from the same category. Past research demonstrates that physiological fear responses generalise across categories, however, conceptual generalisation of stimulus valence evaluations during fear conditioning has not been examined. We investigated whether conceptual generalisation, as indexed by electrodermal responses and stimulus evaluations, would occur, and …
The influence of instructions on generalised valence – conditional stimulus instructions after evaluative conditioning update the explicit and implicit evaluations of generalisation stimuli
Generalisation in evaluative conditioning occurs when the valence acquired by a conditional stimulus (CS), after repeated pairing with an unconditional stimulus (US), spreads to stimuli that are similar to the CS (generalisation stimuli, GS). CS evaluations can be updated via CS instructions that conflict with prior conditioning (negative conditioning + positive instruction). We examined whether CS instructions can update GS evaluations after con…
Examining conceptual generalisation after acquisition, extinction, and reinstatement in evaluative conditioning
In evaluative conditioning, a neutral conditional stimulus (CS) acquires the valence of a pleasant or unpleasant unconditional stimulus (US) after the CS and US are paired (acquisition). Valence acquired by the CS can generalise to other stimuli from the same category. Presenting the CS alone can reduce evaluative conditioning (extinction), but evaluations can return after the US is presented alone (reinstatement). The current research investigat…
Cognitive psychology (7 works) · Psychology (7 works) · Conditioning (5 works) · Social and Intergroup Psychology (5 works) · Social Psychology (4 works) · Cultural Differences and Values (3 works) · Developmental psychology (3 works) · Psychology of Moral and Emotional Judgment (3 works) · Statistics (3 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (2 works)