Cued aversive classical conditioning in humans: The role of trait-anxiety (original) (raw)
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Startle reactivity and anxiety disorders: aversive conditioning, context, and neurobiology
Biological Psychiatry, 2002
The aim of this article is to review studies on human anxiety using the startle reflex methodology and to apply the literature on context conditioning in rats to interpret the results. A distinction is made between cued fear (as in specific phobia), a phasic response to an explicit threat cue, and anxiety, a more sustained and future-oriented response not linked to a specific discrete cue. Experimentally, contextual fear, as opposed to cued fear, may best reflect the feeling of aversive expectation about potential future dangers that characterizes anxiety. Following a brief description of the neurobiology of cued fear and context conditioning, evidence is presented showing that anxious patients are overly sensitive to threatening contexts. It is then argued that the degree to which contextual fear is prompted by threat depends on whether the danger is predictable or unpredictable. Consistent with animal data, unpredictable shocks in humans result in greater context conditioning compared to predictable shocks. Because conditioning promotes predictability, it is proposed to use conditioning procedures to study the development of appropriate and inappropriate aversive expectations. Cued fear learning is seen as an adaptive process by which undifferentiated fear becomes cue-specific. Deficits in cued fear learning lead to the development of nonadaptive aversive expectancies and an attentional bias toward generalized threat. Lacking a cue for threat, the organism cannot identify periods of danger and safety and remains in a chronic state of anxiety. Factors that may affect conditioning are discussed.
Sensitization and aversive conditioning: Effects on the startle reflex and electrodermal responding
Integrative Physiological and Behavioral Science, 1993
Animal data suggest that shock sensitization as well as aversive learning potentiates the acoustic startle reflex. The present experiment tested, whether this shock sensitization also occurs in human subjects and whether it precedes aversive conditioning. Sixty subjects viewed-prior to conditioning-a series of slides of different emotional contents including the to be conditioned stimuli (CSs). Afterwards, the experimenter attached the shock electrodes and initiated shock exposure. Then, subjects were randomly assigned to view a series of two slides, each for eight acquisition trials in which one slide was followed by a shock. Subsequently, extinction trials (12 for each slide) were administered. During preconditioning, acquisition, and extinction, startle probes occurred unpredictably during and between slide viewing. Preconditioning data replicated previous results by Lang and his associates, showing that the startle response magnitude is directly related to the affective valence induced by the slides. Shock exposure strongly facilitated the startle reflex magnitude. This shock sensitization was absent for the skin conductance response. Course of lcarning also varied for both response systems. The data suggest that startle reflex potentiation indexes the acquisition of an avoidance disposition, which is preceded by a general sensitization of the protective reflexes. Skin conductance learning follows arousal changes and is modulated by cognitive processes.
Behaviour Research and Therapy, 2008
Though generalization of conditioned fear has been implicated as a central feature of pathological anxiety, surprisingly little is known about the psychobiology of this learning phenomenon in humans. Whereas animal work has frequently applied methods to examine generalization gradients to study the gradual weakening of the conditioned-fear response as the test stimulus increasingly differs from the conditioned stimulus (CS), to our knowledge no psychobiological studies of such gradients have been conducted in humans over the last 40 years. The current effort validates an updated generalization paradigm incorporating more recent methods for the objective measurement of anxiety (fear-potentiated startle). The paradigm employs 10, quasi-randomly presented, rings of graduallyincreasing size with extremes serving as CS+ and CS-. The eight rings of intermediary size serve as generalization stimuli (GS's) and create a continuum-of-similarity from CS+ to CS-. Both startle data and online self-report ratings demonstrate continuous decreases in generalization as the presented stimulus becomes less similar to the CS+. The current paradigm represents an updated and efficacious tool with which to study fear generalization-a central, yet understudied conditioningcorrelate of pathologic anxiety.
No effect of trait anxiety on differential fear conditioning or fear generalization
Biological Psychology, 2013
Previous studies have shown that individuals with anxiety disorders exhibit deficits in fear inhibition and excessive generalization of fear, but little data exist on individuals at risk from these disorders. The present study examined the role of trait anxiety in the acquisition and generalization of fear in 126 healthy participants selected on the basis of their trait-anxiety scores. Measures of conditioning included fear-potentiated startle, skin conductance response and online risk ratings for the unconditioned stimulus. Contrary to our hypotheses, trait anxiety did not have any effect either on the acquisition or the generalization of fear. Our results suggest that these fear conditioning processes are not impaired in individuals at risk from anxiety.
Associative Conditioning Deficits: Caused by or Cause of Anxiety?
2011
Associative conditioning deficits resulting in a sense of perceived unpredictability have been linked with increases in contextual anxiety and behavioral avoidance. Trait and state anxiety were investigated as predictors of such conditioning deficits. In a differential fear conditioning paradigm with 107 healthy participants, state, but not trait, anxiety predicted awareness of the association between the conditioned stimulus (CS+) and an aversive unconditioned stimulus (US) as assessed by post-experimental questionnaire and an online measure of US expectancy. Independent of initial state anxiety, unaware participants demonstrated increased contextual anxiety compared to aware participants as indicated by skin conductance responses (physiological arousal), eye blink startle reflex (defensive emotional response), and self-reported fear of the CS-(CS not paired with the US) as well as by self-reported US expectancy during intertrial intervals. Current findings may help to explain the perpetuating nature of anxiety.
Aversive associative conditioning of prepulses in a startle inhibition paradigm
Psychophysiology, 2009
Prepulse inhibition of startle (PPI) represents an automatic mechanism that reflects sensorimotor gating and early attention processes. PPI neither is the consequence of conscious behavioral modulation nor does it depend on learning and conditioning. However, pairing of weak tones and aversive startle stimuli during PPI testing may induce associative learning. Thus, in the present study (n 5 60) we tested whether prepulses may be subject to aversive conditioning. Eyeblink EMG and electrodermal responses to intense (100 dB) acoustic stimuli, presented either alone or preceded by weak tones (prepulses, 50 ms, 70 dB, SOA 5 120 ms), were measured. We found that after strong contingent pairing of weak tones with startle stimuli (PPI paradigm) intense versions of these tones induced significantly larger eyeblink and skin conductance responses than did never paired control tones. We conclude that during PPI testing, prepulses may be subject to aversive conditioning.
Acta Psychologica, 2008
Current etiological models of anxiety disorders emphasize both internal diatheses, or risk factors, and external stressors as important in the development and maintenance of clinical anxiety. Although considerable evidence suggests personality, genetic, and environmental variables are important to these diathesis-stress interactions, this general approach could be greatly enriched by incorporating recent developments in experimental research on fear and anxiety learning. In this article, we attempt to integrate the experimental literature on fear/anxiety learning and the psychopathology literature on clinical anxiety, identify areas of inconsistency, and recommend directions for future research. First, we provide an overview of contemporary models of anxiety disorders involving fear/anxiety learning. Next, we review the literature on individual differences in associative learning among anxious and non-anxious individuals. We also examine additional possible sources of individual differences in the learning of both fear and anxiety, and indicate where possible parallels may be drawn. Finally, we discuss recent developments in basic experimental research on fear conditioning and anxiety, with particular attention to research on contextual learning, and indicate the relevance of these findings to anxiety disorders.
Acta Psychologica, 2008
In this human fear conditioning study, the online development of conditioned US-expectancy to discrete cues and background contexts was measured in two groups. In the paired group (n = 30), the CS was systematically followed by an aversive shock (US). In the unpaired group (n = 30), CS and US were presented explicitly unpaired. Using US-expectancy ratings, we replicated the basic finding already illustrated in humans with startle modulation. In the paired group, the CS elicited more US-expectancy than the context, whereas in the unpaired group, the context elicited more US-expectancy than the CS. Interestingly, we also observed a trial-by-trial development of conditioning to the context in the unpaired group as indicated by a significant linear trend. This gradual development and the evidence for the role of US-expectancy in contextual fear add to the idea that cued and contextual fear rely on the same basic associative processes.
Personality and Individual Differences, 1999
A total of 130 female undergraduates performed a counter-conditioning choice-task. This task presented two response alternatives and subjects were instructed to earn the maximum number of points. Responses to button 1 were normally followed by an immediate reward (an average gain of 7.5 points). Responses to button 2 were always followed by a punishment (an average loss of 20 points), but caused the next-but-one press on button 1 to give an average gain of 115 points. Thus, subjects were required to learn and maintain this counter-conditioning association. Four groups of subjects were formed according to the scores on the Sensitivity to Punishment and Sensitivity to Reward scales (which are measures of individual dierences of Gray's anxiety and impulsivity personality dimensions, respectively). A 69.2% of subjects learned and maintained the counter-conditioning association. As predicted, personality results con®rmed that subjects with lower scores on the Sensitivity to Punishment scale learned the counter-conditioning association better and faster when compared with high scorers. Results are consistent with Gray's Behavioral Inhibition System (BIS) model of anxiety which holds that individual dierences in anxiety may relate to the ability to associate aversive stimuli with a future reward. Assuming that anxiety depends on BIS functioning, our results show that high trait anxious subjects, if compared with low anxious ones, would have a lower ability for associating an aversive event with a later appetitive one. This learning process would serve non-anxious subjects to reduce the Personality and Individual Dierences 27 (1999) 1167±1179 0191-8869/99/$ -see front matter # aversiveness of cues of punishment and to cope better with stressful situations. #