Characterization of a psychophysiological model of classical fear conditioning in healthy volunteers: influence of gender, instruction, personality and placebo (original) (raw)
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Evaluation of a psychophysiological model of classical fear conditioning in anxious patients
Psychopharmacology, 1991
Skin conductance variables have been compared in 30 anxious patients and 30 controls to investigate the extent to which anxiety is associated with increased autonomic arousal, reduced habituation or enhanced aversive conditioning. Skin conductance level, variability (spontaneous fluctuations) and response amplitudes to tones were significantly greater in patients than controls. Habituation of skin conductance responses to a series of ten innocuous tones (80 dB, 1 s) did not differ between the groups. Aversively conditioned skin conductance responses were measured to a further series of ten tones after a conditioning trial in which a loud white noise (100 dB) followed tone 11. All subjects showed enhanced (conditioned) responses to the tones after the conditioning trial, but patients did not show greater conditioning than controls. The results indicate that anxious neurotic outpatients have greater sweat gland activity and reactivity than controls but fail to demonstrate differences in central mechanisms of habituation or conditioning.
Psychophysiology, 2009
Researchers examining skin conductance (SC) as a measure of aversive conditioning commonly separate the SC response into two components when the CS-UCS interval is sufficiently long. This convention drew from early theorists who described these components, the first-and second-interval responses, as measuring orienting and conditional responses, respectively. The present report critically examines this scoring method through a literature review and a secondary data analysis of a large-scale study of police and firefighter trainees that used a differential aversive conditioning procedure (n = 287). The task included habituation, acquisition, and extinction phases, with colored circles as the CSs and shocks as the UCS. Results do not support the convention of separating the SC response into first-and second-interval responses. It is recommended that SC response scores be derived from data obtained across the entire CS-UCS interval.
Sensitization-habituation may occur during operant conditioning
Psychological Bulletin, 1996
Operant response rates often change within experimental sessions, sometimes increasing and then decreasing. The authors attribute these changes to sensitization and habituation to aspects of the experimental situation presented repeatedly (e.g., reinforcers) or for a prolonged time (e.g., the experimental enclosure). They describe several empirical similarities between sensitization-habituation and within-session changes in operant responding. They argue that many alternative explanations for within-session changes in operant responding can be dismissed. They also examine some implications of linking the literatures on habituation and operant responding. Because responding follows a similar pattern in several other cases (e.g., human vigilance, classical conditioning, and unconditioned responding), 2 relatively simple processes may be responsible for the temporal patterning of behavior in a wide variety of situations.
Cued aversive classical conditioning in humans: The role of trait-anxiety
Open Journal of Psychiatry, 2013
No study so far has specifically addressed the influence of individual differences in trait-anxiety on aversive classical conditioning as indexed by the startle reflex response. We compared the startle reflex responses between participants classified as high (n = 25) and low (n = 26) in trait-anxiety while undergoing a single-cue aversive classical conditioning procedure. High trait-anxiety group showed a greater startle response to the CS relative to the ITI at the post-acquisition compared with the pre-acquisition phase. Low trait-anxiety group did not show such a clear pattern of conditioning, and results from this group seem to be concealed by differences in the startle responses to the CS and the ITI during the pre-acquisition phase. However, a post-hoc analysis in which such differences at pre-conditioning were removed showed no conditioning effects in low trait-anxiety participants. Taking together, these results suggest differences between high and low trait-anxiety groups in the acquisition of the CS-US association. However, further research should clarify the unexpected pattern of responses shown by low trait-anxiety group.
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.