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MAPD 2 > Lecture 7: Acquisition of fear memory > Flashcards

Lecture 7: Acquisition of fear memory Flashcards

1
Q

hoeveel mensen in de wereld hebben een anxiety disorder

A

1/14

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2
Q

wie had het Little Albert experiment opgezet

A

John B Watson

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3
Q

classical conditioning en fear:

A

people can acquire fears due to classical conditioning due to learning experiences

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4
Q

little albert experiment=

A

albert vond de rat eerst heel leuk, maar toen lieten ze elke keer een hard geluid horen terwijl hij met de rat speelde. toen werd hij op een gegeven moment bang voor de rat.

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5
Q

wat was de neutral stimulus

A

white rat

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6
Q

orientation response =

A

looking, feeling

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7
Q

unconditioned stimulus (US)=

A

aversive loud noise

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8
Q

unconditioned response (UR)=

A

startle reflex, fear

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9
Q

conditioned stimulus (CS)=

A

white rat

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10
Q

conditioned response (CR)=

A

startle reflex, fear

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11
Q

wat gebeurt er uiteindelijk met de angstreactie die is gecreeerd

A

die wordt ook gegeneraliseerd naar andere dieren en objecten

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12
Q

welke 3 pathways heb je van pavlovian fear conditioning

A

before conditioning:
- NS -> OR
- US -> UR

during conditioning:
- CS + US -> UR

after conditioning;
- CS -> CR

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13
Q

wat was de original view op hoe deze UR shift van US naar CS

A

CS - CR associatie

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14
Q

wat is nu de view op hoe de fear response ontstaat

A

CS-US association

(dus tussen de witte rat en het geluid)

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15
Q

wat liet mary jones zien

A

dat deze fear die aangeleerd is ook weer ‘deconditioned’ kan worden.

dmv exp: Little Peter

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16
Q

two process model =

A
  • fear acquisition = due to classical conditioning
  • maintainance of fear = due to operant conditioning
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17
Q

hoe gaat de maintenance of fear volgens two process model

A

operant conditioning;
- avoidance of feared object (CS) -> decreases fear
- decrease in fear -> increase avoidance behaviour
- but… this prevents for someone to learn that fear for the CS is unfounded (because they keep avoiding)
- therefore fear persists

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18
Q

hoe kan je fear conditionen in een lab bij dieren

A

CS (loud noise) -> US (shock)

conditioned response = behaviour: freezing

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19
Q

fear conditioning in the lab bij mensen voorbeeld met spin

A

CS (spider picture) -> US (schock)

conditioned response:
- subjective: expectation of US (what do you expect when the CS comes up?)
- physiological: startle response, skin conductance

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20
Q

fear potentiated startle reflex =

A
  • Startle response is universal startle reflex to loud noise (104 dB, startle probe)
  • Protective function with motor responses, e.g., eyeblink reflex
  • Eye blink reflex measured with electromyography (EMG) of muscle activity under eye (dus electrodes onder oog)
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21
Q

wat is er met de startle reflex

A

strengthened when someone is tense, when they expect something bad will happen

(net als tijdens film: je schrikt nog harder met je lichaam als je een jumpscare verwacht)

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22
Q

differential response =

A

difference between the CS+ and CS- response. CS- is hierbij de baseline response, die moet je altijd meten voor een goede vergelijking.

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23
Q

wat was het fear conditioning onderzoek

A
  • ze lieten 2 verschillende spinnen plaatjes zien, elke voor 8 seconden lang. bij een van de twee ook een shock geven.
  • de startle probe was een korte luide toon, die werd bij elk plaatje gedaan om een reactie te kunnen meten (na 7 seconden).
  • hierna werd de US expectance en skin conductance gemeten.
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24
Q

wat was de US in dit fear conditioning onderzoek

A

startle probe is niet de US, deze komt bij beiden plaatjes.
de US is de shock!!

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25
Q

wat gebeurde er met US expectation van CS+ en CS-

A

de expectation voor CS+ ging omhoog, en de expectation voor CS- ging omlaag na de conditioning -> indicative of fear learning (even when the images are similar!!)

26
Q

hoe zou fear learning gaan via de amygdala in dieren

A

CS + US: lateral nucleus -> basal nucleus & central nucleus -> fear response (eg. freeze) CR

vooral de US heeft een sterke reactie op de amygdala, maar CS wordt hieraan verbonden.

27
Q

wat is er met de amygdala in mensen

A

vooral kleine studies zeggen dat de amygdala een effect heeft, een grote studie showed no evidence that the amygdala is involved in human fear conditioning

verklaringen:
- complexe reactie
- geen goede methode
- werkt anders in mensen dan in dieren

28
Q

wat is kritiek op het classical conditioning model

A
  • too simple
  • is it clinically relevant
29
Q

traditional learning theory =

A

consideres classical conditioning as a model for the etiology of anxiety disorders

30
Q

4 problemen met de traditional learning theory

A
  • US is not necessary
  • US is not sufficient
  • selectivity phobias
  • CR is not equal to UR
31
Q

us is not necessary =

A

direct US experience not necessary for fear learning

  • Many phobics cannot remember a traumatic event (US)
  • Phobics fear stimuli they have never encountered (e.g., snakes)
32
Q

oplossing voor US not necessary

A

Contemporary learning theory: Different pathways of fear learning

  1. trauma (direct learning)
  2. vicarious learning (observational/modelling)
  3. information tranfer (learning by instruction (iemand vertelt je dat je er bang voor moet zijn))
33
Q

verschil observational en modelling

A
  • observational = echt observeren
  • modelling = fearful behaviour nadoen, van de ouders bijvoorbeeld
34
Q

wat is bewijs voor die 3 pathways

A

Olsson & Phelps (2004):

Conditioning phase with CS+ and CS-
* G1: Receiving shock (US) after CS+ (direct learning)
* G2: Watching video with other person receiving shock (US) after CS+ (observational)
* G3: Instruction that shock (US) will follow CS+ (information transfer)

Experiment part 2: Test for CS+ and CS

Resultaten: ook observational learning + informational transfer hadden hogere fear response, door een higher startle response. information transfer nog hoger dan observational

35
Q

dus fear learning niet alleen door direct experiences: wat zijn hier de klinische implicaties van

A
  • fear is also learned by observing fearful behaviour from parents or significant others
  • children of parents with anxiety disorders may be vulnerable to develop anxiety
36
Q

problem; us not sufficient for fear learning=

A

Many people who undergo a traumatic experience (US) do not develop a phobia or anxiety disorder

37
Q

us not sufficient for fear learning, oplossing van contemporary learning theory =

A

Individual differences affect what is experienced and learned about traumatic events.

Ligt ook nog aan;
- genetic predisposition and psychological traits
- low expression of 5 HTT gen
- high trait anxiety

38
Q

latent inhibition=

A

Prior neutral experiences with a stimulus (CS) reduces amount of fear conditioning when paired with an aversive event (US), i.e., protective factor

39
Q

evidence for latent inhibition=

A

Neutral experiences at the dentist reduce risk of dental anxiety when having a subsequent aversive dentist experience

40
Q

problem: selectivity of phobias =

A

fear of spiders or height is much more common than fear of bv cars (terwijl we daardoor meer kans hebben op doodgaan)

41
Q

oplossing contemporary learning theory voor selectivity of phobias =

A
  • Preparedness: fear for prepared stimuli (important for evolution) easier to learn and more difficult to extinguish.
  • Belongingness: if the aversive outcome is naturally linked to the stimuli, it is more likely to produce a fear response.
42
Q

bewijs voor preparedness=

A

Evidence showing that conditioning with “fear-relevant” stimuli (e.g., picture of spider) is faster than fear-irrelevant stimuli.

43
Q

bewijs voor belongingness=

A

Garcia & Koelling (1966)
Rats exposed to tone (CS1) and fresh water (CS2)
* G1: tone (CS1) and water (CS2), both à nauseating radiation (US1)
* G2: tone (CS1) and water (CS2), both à shock (US2)

Part 2 (test)
Test of avoidance response (CR)
* G1: avoidance (CR) of water (CS2), but not of tone (CS1)
* G2: avoidance (CR) of tone (CS1), but not of water (CS2)

  • Taste (CS) and nausea (US) easier than taste and pain
  • Sound (CS) and pain (US) easier than taste and pain

dus hoe erg hangen de stimuli en de outcome samen -> bepaald hoe snel een fear response wordt aangeleerd

Certain CS-US combinations (between sensory modalities) more easily associated than other combinations)

44
Q

dus de 4 uitleggen van contemporary learning theory, bij de 4 problemen

A
  1. US not necessary: Three pathways of fear learning (direct/observational/information
    transfer)
  2. US not sufficient: Differences in genetic predispositions/traits and differences in learning history (before, during, after fearful experience)
  3. Selectivity phobias: Belongingness and preparedness
  4. CR is not equal to UR: CS-US association
45
Q

wat was er mis met de gedachte dat er een associatie zou ontstaan tussen CS en CR

A

the conditioned response does not always equal the unconditioned response!!!

bij US schock = muizen springen, heart rate up (pain)
bij CS geluid = muizen freezing, muscle tension, heart rate decreases (fear)

46
Q

dus wat zegt de contemporary learning theory over die associatie

A
  • Association between CS and cognitive representation of US (CS-US)
  • Feared stimulus (CS) predicts occurence of catastrophe (US)
  • CR (e.g., freezing) prepares the body for impending catastrophe (US)
47
Q

hoe zie je ‘cr is not equal to ur’ in daily practice

A

In panic disorder, CR is not always equal to initial panic reaction (UR).

Panic disorder, distinction between:
1. panic: intense fear, palpitations, sweating, feeling of suffocation
2. anxiety: anticipation anxiety of having another panic attack

48
Q

hoe gaat die pathways in panic attacks: CS -> US -> UR

A

mild physical sensations (dizziness) + external cues (elevator) = intero/exteroceptive CS
|
unexpected panic attack (hyperventilation, loss of control) = US
|
panic reaction (feelings of suffocation, heart attack, dying) = UR

49
Q

hoe gaat die pathway in panic disorder

A

mild physical sensations + external cues (intero/exteroceptive CSs) -> anticipation anxiety (CR) + panic reaction (CR)

50
Q

dus in panic disorder onstaat er een reactie tussen ….

A

CS and US association between cues (CSs) and anticipated catastrophe (US; going mad, loss of control etc.)

51
Q

contemporary learning theory bestaat dus uit….

A

learning theory + cognitive theory -> CS - US association = fear memory

52
Q

dus oplossing contemporary learning theory van CR not equal to UR=

A

CS-US association

53
Q

wat voor soort fear learning is linked to anxiety disorders

A

reduced differential fear learning: participants that score high on anxiety often show similar rates of fear acquisition to CS+ compared to controls.

-> But there are elevated responses to the CS-!

dus het is niet dat de reactie op de CS+ (dus hetgene dat werkelijk fear induceert) hoger is, maar dat de reactie op dingen die geen fear zouden moeten induceren, hoger is. de angst wordt dus gegeneraliseerd naar andere situaties. This differentiation also predicts anxiety development six months later (prospective validity).

54
Q

Initially appropriate fears may turn into maladaptive or irrational fears when ….

A
  • they persist when threat has passed
  • generalize to other safe situations or stimuli
  • when accompanied by avoidance behaviour that interferes with daily functioning
55
Q

How to use fear conditioning to better understand the development and maintenance of fear?

A
  • Know that fear acquisition in the lab is a strong and adaptive manipulation.

Model maladaptive processes!
* Generalisation
* Avoidance
* Resistance to extinction

56
Q

generalisation of fear conditioning experiment

A

cirkel experiment:

Phase 1: conditioning with CS+ and CS-
* Shock (US) after one circle (CS+) but not after another circle (CS-)

Phase 2: generalization test
* Presenting circles of intermediary sizes (GSs), as well as CS+ and CS

bij gezonde mensen was het een steeds increasing curve, dus een soort bolle grafiek. bij anxious participants was er een stepper generalisation slope (zie schrift)

57
Q

wat was het experiment over avoidance of conditioned fear

A

Allow participants to avoid the US
- Offer reward for not avoiding (e.g., money)
- No longer present the US even if not avoiding

anxious participants:
- Are more likely to avoid US even when offered reward
- Therefore less likely to learn that US no longer occurs

58
Q

dus wat zijn anxiety disorders basically volgens fear learning

A

Feel, think, and act as if feared stimulus (CS) is followed by a catastrophe (US)

59
Q

wat bedoelen ze met resistance to extinction

A

anxious participants:

  • Show higher responses to the CS+ during extinction
  • Show increased differentiation between CS+ and CS- throughout extinction
60
Q

hoe kan je specific phobia voor honden uitleggen via dit CS-US model

A

Learned association between dog (CS) and bite (US) (in eerste instantie niet perse irrationeel)

maar wordt irrationeel door:
- Generalization of fear to other potentially safe stimuli (other dogs)
- Not adapt behaviour after more pleasant encounters with dogs
- Avoidance behaviour (e.g., no longer going to the park

61
Q
A

MAPD 2 (15 decks)

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