Right here, right now: situated interventions to change consumer habits

Consumer behavior-change interventions have traditionally encouraged consumers to form conscious intentions, but in the past decade it has been shown that while these interventions have a medium-to-large effect in changing intentions, they have a much smaller effect in changing behavior. Consumers often do not act in accordance with their conscious intentions because situational cues in the immediate environment automatically elicit learned, habitual behaviors. It has therefore been suggested that researchers refocus their efforts on developing interventions that target unconscious, unintentional influences on behavior, such as cue-behavior (“habit”) associations. To develop effective consumer behavior-change interventions, however, we argue that it is first important to understand how consumer experiences are represented in memory, in order to successfully target the situational cues that most strongly predict engagement in habitual behavior. In this article, we present a situated cognition perspective of habits and discuss how the situated cognition perspective extends our understanding of how consumer experiences are represented in memory, and the processes through which these situational representations can be retrieved in order to elicit habitual consumer behaviors. Based on the principles of situated cognition, we then discuss five ways that interventions could change consumer habits by targeting situational cues in the consumer environment and suggest how existing interventions utilizing these behavior-change strategies could be improved by integrating the principles of the situated cognition approach

Top-down and bottom-up influences on response inhibition

Following exposure to consistent stimulus–stop mappings, response inhibition can become automatised with practice. What is learned is less clear, even though this has important theoretical and practical implications. The main contribution of this thesis is to investigate how stimulus-stop associations are acquired and the conditions under which they influence behaviour. To this end, this thesis addressed several outstanding issues concerning the associative architecture of stop learning, the role of expectancies, and the specificity of learning in inhibition tasks. Experiments 1-4 provide evidence that participants can acquire direct associations between specific stimuli and the stop goal without mediation via a single representation of the stop signal. However, these experiments also suggest that the influence of stimulus-stop associations on behaviour depends on top-down attentional settings: if participants begin to ignore the stop-associated stimuli, the effects of stop learning are diminished or eliminated entirely. Across eight experiments, this thesis provides evidence that participants generate expectancies during stop learning that are consistent with the stimulus-stop contingencies in play. However, Experiments 5-6 indicate that there may be some differences in the relationships between stimulus-stop expectancies and task performance under instructed and uninstructed conditions; stimulus-stop associations that are acquired via task instructions or via task practice have similar effects on behaviour, but seem to differ in how they trigger response slowing for the stop-associated items. Experiments 7-8 investigated the role of signal detection processes during the acquisition of stimulus-stop associations. To distinguish between stimulus-stop learning and stimulus-signal learning, the contingencies between specific stimuli and the stop goal and the contingencies between specific stimuli and the spatial location of the stop signal were independently manipulated. Although these experiments showed evidence of stop/go (goal) learning, there was no evidence that participants acquired the stimulus-signal associations. Across four experiments, this thesis investigated the specificity of stop learning. Experiments 9-10 compared the effects of training on behavioural performance in inhibition (go/no-go) and non-inhibition (two-choice) tasks. The results of these experiments revealed that learning in inhibition and non-inhibition tasks could arise through similar associative mechanisms, but suggest that the effects of training in these tasks could also depend on top-down response settings and general non-associative processes. Experiments 11-12 investigated the neural specificity of stop learning. These experiments also revealed similar effects of training across the go/no-go and two-choice tasks adding weight to the claim that training in inhibition tasks primarily influences task-general processes. Combined, the overall conclusion of this thesis is that bottom-up control can influence response inhibition but what is learned depends on top-down factors. It is therefore important to consider bottom-up factors and top-down factors as dependent, rather than independent, influences on response inhibition.Studentship from the Economic and Social Research Counci

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

The role of simulations in consumer experiences and behavior: insights from the grounded cognition theory of desire

What are the mechanisms by which extrinsic and environmental cues affect consumer experiences, desires, and choices? Based on the recent grounded cognition theory of desire, we argue that consumption and reward simulations constitute a central mechanism in these phenomena. Specifically, we argue that appetitive stimuli, such as specific product cues, can activate simulations of consuming and enjoying the respective products, based on previous learning experiences. These consumption and reward simulations can lead to motivated behavior, and can be modulated by state and trait individual differences, situational factors, and product-extrinsic cues. We outline the role of simulations within the grounded theory of desire, offering a theoretical framework for understanding motivational processes in consumer behavior. Then we illustrate the theory with behavioral, physiological, and neuroimaging findings on simulations in appetitive behavior and sensory marketing. Finally, we outline important issues for further research and applications for stimulating healthy, prosocial, and sustainable consumer choices

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

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

Datasets available in ORE at http://hdl.handle.net/10871/17735This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.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 forty 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 the expectancies measured following task completion or measured within the task. But, despite this, we found an effect of stimulus-stop associations 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.Economic and Social Research CouncilEuropean Research Counci

The inhibitory control reflex (article)

publication-status: Acceptedtypes: ArticleThis is an open access article that is freely available in ORE or from the publisher's web site. Please cite the published version.Related dataset available in ORE at: http://hdl.handle.net/10871/15358 (see link above)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, 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’.ESR

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

Should I stop or should I go? The role of associations and expectancies (dataset)

Dataset associated with Should I stop or should I go? The role of associations and expectancies, Journal of Experimental Psychology: Human Perception and Performance, 2015.Behavioural data and R scripts (analyses) for four behavioural experiments. Experiment documentation is included as well. This data is related to the article 'Should I stop or should I go? The role of associations and expectancies.' to be published in Journal of Experimental Psychology: Human Perception and Performance.ESRC ER

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