Week 7 L2 412 Flashcards
Classical conditioning, crush on Orlando bloom
After a very turbulent transatlantic flight during which the in-flight movie was Pirates of the Caribbean, I suddenly feel intense emotional arousal every time I see Orlando Bloom
US
Turbulence
UR
Emotional arousal
CS
Orlando Bloom
CR
Emotional arousal to Orlando Bloom
Two-stage model of fear acquisition
Pavlov dogs
Etiological and maintenance model for specific phobia (Mowrer, 1948)
Stage 1: Fear develops through classical
conditioning
Unconditioned stimulus (US)
A stimulus that leads naturally to the response
Unconditioned response (UR)
Response to the unconditioned stimulus
Conditioned stimulus (CS) Neutral stimulus
Conditioned Response (CR)
Response to the CS that results from reliably pairing the CS and the US
How do you develop fear
Direct experience
Conditioned stimulus (CS): Dog (neutrAl)
Unconditioned stimulus (US): Danger
Unconditioned response (UR): Fear
Conditioned response (CR): Fear to dogs
Second stage of fear acquisition, mIntenance
Stage 2
Avoidance behavior maintained through operant conditioning
Recall that operant condition involves adding and removing positive and negative stimuli to change rates of behavior
Avoidant behavior provides relief from anxiety
This is a powerful reinforcer (negative reinforcement)
Avoidant behavior increases
Note that not only does this increase avoidant behavior, it increases the idea that that there was something there to fear in the first place
Chance association ucr to ucs due to cs
Maintenance Model of OCD
Obsession
+++
Appraisal (Importance)
Anxiety Disgust
Neutralization
See diagram iin slides / photos.
Unwanted intrusive thoughts are normal
Purdon and Clark (1993)
293 undergraduate students
Running car of road – 64% of women, 56% of men
Cutting off finger – 19% of women, 16% of men
Left the stove on – 79% of women, 66% of men
Imagining strangers naked – 51% of women, 80% of men
Compulsions are short term rememedy reinforce the compulsive behaviour. Increases importanne cues and increase distress and anxiety
Social Information Processing for anxiety focuses on unlike the later stages of response such and action in anger management.
Biased social information-processing
Encoding
Attention to threat
Interpretation
Dot probe paradigm explained
Quicker to respond to face you are looking at.
Index of where people are looking.
ATTENTION BIAS. Study
Do anxious individuals show an attentional bias for threat-related information?
Bias
If you are showing a bias towards angry/happy faces, you will
be faster when asterisk replaces that face
If you are showing a bias away from angry/happy faces, you will be faster when asterisk replaces the neutral face
Anxious children show a bias for emotional faces
Faster when asterisk replaced angry/happy faces
Combined results of 6 studies using a dot-probe paradigm show attentional bias to threat in anxious versus non-anxious children!
Interpretation of homophones,
Bark, cross, sink,
Children heard the word and shown two photos representing each of the meanings and asked to point to the meaning of each word
Total up the number of threatening interpretations
Mean was 7.87/14
Anxiety predicted number of threat interpretations
Attention and interpretation biases playing a role in the maintenance of anxiety over time
Family factors of maintenance of anx.
Genetics and env.
Genetics contribute to anx in what ways
Genetics
Evidence that tendencies towards anxiety are inherited
Children of parents with anxiety disorders are about 5 x more likely to have an anxiety disorder than children whose parents do not have anxiety disorders
33% of variability is genetic
Note that identical twins often do not have the same type of anxiety problems
Role of modeling on anx.
Family Factors
Modeling
Parents demonstrate anxious responses to children
Seeing someone else show fear may cause a child to develop fear
Monkeys develop phobia by watching their parent experience fear (Mineka et al., 1984)
Monkeys develop phobia by watching videotaped models experience fear (Cook & Mineka, 1989)
Information transmission
Being consistently told that something is dangerous can make you fear it
What can you say about a study on this.
Children aged 6 to 9 heard stories about three animals with which they had no experience: quoll, quokka, cuscus (all Australian marsupials)
No information was given about one of the animals
One animal was paired with negative story:
One animal was paired with a positive story
Children were shown three boxes and told they contained the animals, and were asked to put their hand into the box to touch the animals
• Took longer to reach into the box that held the animal about which they had heard negative information
• Children reported greater fear of the animal paired with the negative information
Low expectations
Expect children to have difficulty or not be able to cope
Advocating for avoidant behaviours!
X. Published.
Parents try to help, but discourage him from joining a game, encourage avoidant Behaviour! Engaging with peer group is an issue!
Parental Reinforcement of Problematic Behavior
Barrett et al., 1996
Three groups of children
Clinically referred for anxiety, clinically referred for ODD, community
12 ambiguous situations
“You see a group of students from another class playing a great game. As you walk over and want to join in, you notice they are laughing.”
What would you do to solve the problem?
Children and their parents discussed two of the situations for 5 minutes, afterwards children provided a final solution
Anxious children, talking mom and dad increases avoidant behaviour
Aggressive odd after talking to parents more aggressive.
SHOWS SPECIFICITY, to anx used two clinical groups and a control, so study was ell designed.
Unified Model of Anxiety
Biological predisposition towards anxiety
Family factors contribute
Diathesis-stress model
Biological diathesis
Family and environmental stress
Life experience shapes the form of the disorder
Social cognitive processing plays a role in symptom maintenance
