Enhanced avoidance learning in behaviorally inhibited young men and women.
Enhanced avoidance learning in behaviorally inhibited young men and women.
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DOI：
10.3109/10253890.2012.744391
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发表时间：
2013-05
期刊：
影响因子：
--
通讯作者：
Myers CE
中科院分区：
文献类型：
--
作者：
Sheynin J;Shikari S;Gluck MA;Moustafa AA;Servatius RJ;Myers CE
行为抑制（BI）是一种避免或退出新的社交和非社交情境的气质倾向，已被证明会使个体容易患上焦虑症。然而，目前评估人类回避学习个体差异的适当方法仍然有限。在这里，我们测试了自我报告的 BI 较高的个体在纯粹的认知任务上是否表现出更快的联想学习，以及这些抑制的个体是否更容易避免令人厌恶的结果。在实验 1 中，我们对 74 名健康本科生（平均年龄 19.5 岁；55.4% 为女性）进行了基于计算机的概率分类任务的测试，其中参与者被要求将四种不同的视觉刺激分为两类。两种刺激与奖励（得分增加）相关，两种刺激与惩罚（得分损失）相关。在实验 2 中，来自同一人群的 79 名参与者（平均年龄 19.8 岁；62% 为女性）接受了对同一任务的新颖修改的测试，他们还可以选择在每次试验中不做出反应，从而避免在该试验中受到惩罚（或奖励）的任何机会。结果表明，受到抑制的参与者在实验 1 中表现出更好的联想学习能力，而在实验 2 中表现出更大的选择退出倾向（重复测量方差分析、BI 主效应，均 p<0.05）。这些结果表明，先前在抑制个体中观察到的促进经典条件学习可以扩展到认知任务，并且还强调了当有多种策略可用来避免惩罚时，抑制个体将退出（“选择退出”）作为一种反应策略的特定偏好。
Behavioral inhibition (BI) is a temperamental tendency to avoid or withdraw from novel social and nonsocial situations and has been shown to predispose individuals to anxiety disorders. However, adequate means to assess individual differences in avoidance learning in humans are presently limited. Here, we tested whether individuals with high self-reported BI show faster associative learning on a purely cognitive task, and whether such inhibited individuals are more prone to avoid aversive outcomes. In Experiment 1, we tested 74 healthy undergraduate students (mean age 19.5 years; 55.4% female) on a computer-based probabilistic classification task, where participants were asked to classify four distinct visual stimuli into two categories. Two stimuli were associated with reward (point gain) and two were associated with punishment (point loss). In Experiment 2, 79 participants from the same population (mean age 19.8 years; 62% female) were tested on a novel modification of the same task, where they also had the option to opt out of responding on each trial and thus, avoid any chance of being punished (or rewarded) on that trial. Results show that inhibited participants demonstrated better associative learning in Experiment 1, while exhibiting a greater tendency to opt out in Experiment 2 (repeated-measures ANOVAs, main effects of BI, both p<0.05). These results suggest that the facilitated classically-conditioned learning previously observed in inhibited individuals can be extended to a cognitive task, and also highlight a specific preference in inhibited individuals for withdrawal (“opting-out”) as a response strategy, when multiple strategies are available to avoid punishment.
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DOI：
10.3109/10253890.2011.578184
发表时间：
2012-01
期刊：
Stress (Amsterdam, Netherlands)
影响因子：
--
作者：
Myers CE;Vanmeenen KM;McAuley JD;Beck KD;Pang KC;Servatius RJ
通讯作者：
Servatius RJ
影响因子：
4.1
作者：
Dymond, Simon;Schlund, Michael W.;Davies, Cara
通讯作者：
Davies, Cara
DOI：
10.1007/bf03392173
发表时间：
2009-03-01
期刊：
BEHAVIOR ANALYST
影响因子：
--
作者：
Dymond, Simon;Roche, Bryan
通讯作者：
Roche, Bryan
影响因子：
14.5
作者：
Bodi, Nikoletta;Keri, Szabolcs;Gluck, Mark A.
通讯作者：
Gluck, Mark A.
影响因子：
11.3
作者：
Myers, Catherine E.;VanMeenen, Kirsten M.;Servatius, Richard J.
通讯作者：
Servatius, Richard J.