Generalization of extinction learning: basic mechanisms, individual differences and clinical implications for the etiology and treatment of anxiety disorders
消退学习的概括:焦虑症病因和治疗的基本机制、个体差异及其临床意义
基本信息
- 批准号:418593826
- 负责人:
- 金额:--
- 依托单位:
- 依托单位国家:德国
- 项目类别:Research Grants
- 财政年份:2019
- 资助国家:德国
- 起止时间:2018-12-31 至 2022-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
According to the inhibitory learning model, extinction learning is considered to be a key mechanism of change during the exposure-based behavioral therapy of anxiety disorders. During extinction learning a so far threatening stimulus is learned to be safe based on corrective information. For that, the affected persons convince themselves that expected aversive consequences do not occur. As an active process of new learning, extinction learning involves general mechanisms of memory formation. In addition to memory acquisition, (re-)consolidation and retention also extinction memory generalization is suggested. During memory generalization a learning experience is translated to a stimulus that is similar to the original learning stimulus but was not present during active learning. However, despite the clear theoretical conception, basic science only started to investigate the specific process of extinction generalization and did not test for possible deficits in patients with anxiety disorders so far. A detailed knowledge would make it possible to derive important recommendations how to optimize still limited exposure therapy.This research program here aims to translate an established research paradigm from studying the generalization of fear learning to the process of extinction generalization. Here, the performance of generalization of the extinction memory from an previously extinguished fear cue to a non-extinguished but visual similar fear cue is studied during a 3-day-extinction paradigm, that was optimized for the investigation of extinction generalization. Taking account a generalization gradient also the generalization to previously not presented generalization cues (varying intensity of similarity on the dimension of similarity between the extinguished and non-extinguished cue) is additionally examined. In a second paradigm, the generalization of extinction learning tested between contexts that vary in similarity to the extinction context. The capacity to generalize extinction learning is assessed multimodally including subjective-verbal (ratings of valence, arousal and expectancy of aversive outcomes) and physiological (fear-potentiated startle, autonomic arousal, heart rate) indicators. The research project tests the hypothesis of differences in the generalization performance depending on the dispositional risk for or the presence of acute anxiety disorders. Therefore, the generalization competence are compared between healthy subjects low, moderate and high (with 25 subjects each) in trait anxiety as a pre-clinical model of anxiety and 25 patients suffering form acute anxiety disorders.
根据抑制性学习模型,消退学习被认为是焦虑障碍暴露行为治疗过程中发生变化的关键机制。在消退学习过程中,基于纠正信息,到目前为止具有威胁性的刺激被学习为安全的。因此,受影响的人说服自己,预期的不良后果不会发生。作为一个主动的新学习过程,消退学习涉及记忆形成的一般机制。除了记忆习得、(再)巩固和保留外,还存在消去记忆泛化。在记忆概化过程中,学习经验被转化为与原始学习刺激相似的刺激,但在主动学习过程中不存在。然而,尽管有明确的理论概念,但基础科学只是开始研究消退泛化的具体过程,迄今尚未对焦虑症患者可能存在的缺陷进行测试。详细的知识将有可能得出重要的建议,如何优化仍然有限的暴露疗法。本研究项目旨在将已有的研究范式从研究恐惧学习的概化过程转化为研究消退概化过程。在为期3天的消失范式中,研究了从先前已消失的恐惧线索到未消失但视觉上相似的恐惧线索的消失记忆的泛化性能,并对该范式进行了优化。考虑到泛化梯度,还对先前未呈现的泛化线索进行了泛化(在消失和未消失的线索之间的相似性维度上的相似强度变化)进行了额外的检查。在第二种范式中,在与灭绝语境相似度不同的语境之间测试了灭绝学习的泛化。对灭绝学习的泛化能力进行多模态评估,包括主观语言指标(效价评分、厌恶结果的唤醒和预期)和生理指标(恐惧增强的惊吓、自主觉醒、心率)。本研究项目检验了急性焦虑障碍的性格风险或存在对泛化表现差异的假设。因此,本研究比较了以特质焦虑为临床前模型的健康受试者低、中、高(各25人)与急性焦虑障碍患者的概化能力。
项目成果
期刊论文数量(0)
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