What Happens When Verbal Threat Information and Vicarious Learning Combine?
What Happens When Verbal Threat Information and Vicarious Learning Combine?
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DOI：
10.1017/s1352465808004402
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发表时间：
2008-07-01
影响因子：
1.8
通讯作者：
Field, Andy P.
中科院分区：
文献类型：
--
作者：
Askew, Chris;Kessock-Philip, Hannah;Field, Andy P.
最近的研究表明，语言信息和替代学习途径的恐惧创建长期的恐惧认知，并可以创建认知偏见和回避儿童。然而.在儿童恐惧的病因学中，这些途径不太可能孤立地起作用，而且这些途径之间的相互作用也未经检验。本文通过三个实验探讨了言语威胁信息和替代学习对7-9岁儿童自报恐惧信念的影响。结果表明，先前的负面信息显著促进了负面替代学习对儿童恐惧信念的影响。言语威胁信息在替代学习过程中（实验2）或替代学习过程中（实验3）呈现时，言语威胁信息和替代学习的联合效应不显著。这些结果支持的想法，言语信息可以影响CS-US协会在随后的替代学习事件中形成，但矛盾的建议，它可以改变恐惧信念已经通过替代学习获得改变一个人如何评价替代学习事件。
Recent research has shown that the verbal information and vicarious learning pathways to fear create long term fear cognitions and can create cognitive biases and avoidance in children. However. it is unlikely that these pathways operate in isolation in the aetiology of childhood fear and the interaction between these pathways is untested. Three preliminary experiments are reported that explore the combined effect of verbal threat information and vicarious learning on self-reported fear belief's in 7-9-year-old children. Results showed that prior negative information significantly facilitated the effect of negative vicarious learning on children's fear beliefs (Experiment I however. there was not a significant combined effect of verbal threat information and vicarious learning when they the information was presented during (Experiment 2) or after (Experiment 3) vicarious learning. These results Support the idea that verbal information can affect CS-US associations formed in subsequent vicarious learning events, but contradict the proposal that it can change fear beliefs already acquired through vicarious learning by changing how a person evaluates the vicarious learning episode.