Inhibition of vicariously learned fear in children using positive modeling and prior exposure.
Inhibition of vicariously learned fear in children using positive modeling and prior exposure.
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DOI：
10.1037/abn0000131
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发表时间：
2016-02
影响因子：
4.6
通讯作者：
Field AP
中科院分区：
文献类型：
--
作者：
Askew C;Reynolds G;Fielding-Smith S;Field AP
恐惧习得的条件反射模型面临的挑战之一是解释不同的个体如何经历相似的学习事件，并且只有其中一些人随后发展出恐惧。了解学习事件对恐惧获得的影响的调节因素是理解儿童期恐惧的病因和预防的关键。本研究探讨这些主持人的替代（观察）学习的背景下。两个实验测试的预测，通过替代学习的收购或抑制恐惧是由联想学习机制类似于直接条件反射。在实验1中，3组7至9岁的儿童接受1的3抑制信息干预-心理教育，事实信息，或没有信息（控制）-之前参加的替代恐惧学习程序。在实验2中，3组7至10岁的儿童在替代性恐惧学习之前接受了3种观察性学习干预措施中的1种-积极建模（免疫），观察性熟悉（潜在抑制）或无预防（对照）。结果表明，观察交付的操作抑制替代恐惧学习，而通过书面信息提出的预防没有。这些发现证实了替代学习具有直接条件反射的一些特征，并可以解释为什么并非所有个体都会在替代学习事件后产生恐惧。他们还认为抑制性学习的方式很重要，应该与恐惧学习途径相匹配，以增加抑制的机会。最后，结果表明，积极建模可能是预防儿童与恐惧相关的观察学习的特别有效的方法。研究表明，积极的建模和事先暴露于刺激是有效的方法，以防止替代恐惧学习在7至10岁的孩子。这证实了积极的建模是预防方案的一个有用部分，而联想学习机制是其有效性的基础。研究结果还解释了为什么不是每个人都会在消极的替代学习事件后产生恐惧。
One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions—psychoeducation, factual information, or no information (control)—prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions—positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)—before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children. The studies demonstrate that positive modeling and prior exposure to a stimulus are effective methods to prevent vicarious fear learning in 7 to 10-year-olds. This confirms that positive modeling is a useful part of prevention programs and that associative learning mechanisms underpin its effectiveness. The findings also explain why not everyone develops fear following a negative vicarious learning event.