Intensification of punishment effects through exposure to prolonged, fixed-duration shocks: The role of shock cues as a stimulus for fear

Anderson, D. Chris; Crowell, Charles R.; DePaul, Michael R.; McEachin, John

doi:10.3758/bf03199026

Cited by 4 publications

(6 citation statements)

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“…For example, a weak shock can become more aversive through pairings with a stronger shock (Crowell, 1974). In addition, exposure to long shocks can increase the aversiveness of shorter shocks, apparently because shock onset becomes associated with the later aspects of the long event (Anderson, Crowell, DePaul, & McEachin, 1997). Interestingly, US–US conditioning can be extinguished by presenting the predictive stimulus (e.g., shock-onset cues or the first pellet) on many trials alone (e.g., Anderson et al, 1997; Goddard, 1997).…”

Section: Clarifying the Role Of Classical Conditioning In Pdmentioning

confidence: 99%

“…In addition, exposure to long shocks can increase the aversiveness of shorter shocks, apparently because shock onset becomes associated with the later aspects of the long event (Anderson, Crowell, DePaul, & McEachin, 1997). Interestingly, US–US conditioning can be extinguished by presenting the predictive stimulus (e.g., shock-onset cues or the first pellet) on many trials alone (e.g., Anderson et al, 1997; Goddard, 1997). Clearly, with both interoceptive or exteroceptive stimuli, nominal USs can signal other USs; one panic attack, or early aspects of a panic attack, can signal other panic attacks.…”

Section: Clarifying the Role Of Classical Conditioning In Pdmentioning

confidence: 99%

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A modern learning theory perspective on the etiology of panic disorder.

Bouton

Mineka²,

Barlow

2001

Psychological Review

904

658

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Several theories of the development of panic disorder (PD) with or without agoraphobia have emerged in the last 2 decades. Early theories that proposed a role for classical conditioning were criticized on several grounds. However, each criticism can be met and rejected when one considers current perspectives on conditioning and associative learning. The authors propose that PD develops because exposure to panic attacks causes the conditioning of anxiety (and sometimes panic) to exteroceptive and interoceptive cues. This process is reflected in a variety of cognitive and behavioral phenomena but fundamentally involves emotional learning that is best accounted for by conditioning principles. Anxiety, an anticipatory emotional state that functions to prepare the individual for the next panic, is different from panic, an emotional state designed to deal with a traumatic event that is already in progress. However, the presence of conditioned anxiety potentiates the next panic, which begins the individual's spiral into PD. Several biological and psychological factors create vulnerabilities by influencing the individual's susceptibility to conditioning. The relationship between the present view and other views, particularly those that emphasize the role of catastrophic misinterpretation of somatic sensations, is discussed.

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Section: Clarifying the Role Of Classical Conditioning In Pdmentioning

confidence: 99%

Section: Clarifying the Role Of Classical Conditioning In Pdmentioning

confidence: 99%

A modern learning theory perspective on the etiology of panic disorder.

Bouton

Mineka²,

Barlow

2001

Psychological Review

904

658

View full text Add to dashboard Cite

show abstract

“…According to the “hypothesis of anxiety,” Maier (1990, 1993), Maier and Watkins (1998) and Minor (1990) propose that the inescapable, long shock produces conditioned fear that is then transferred to the following phase. Anderson et al (1997) and Lehmann et al (1999) postulate that exposure to a series of inescapable and long events produce motivational and neurochemical disorders that can influence a variety of future learning. The anxiety hypothesis argues that exposure to inescapable shock produces chronic fear (Rowe, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…When the amount of experience with uncontrollable events is systematically varied, less experience with uncontrollability leads to facilitation of problem solving, whereas more experience with uncontrollability leads to impairment. On the other hand, Anderson, Crowell, DePaul, and McEachin (1997) propose that longer duration inescapable shocks come to have a greater degree of total aversiveness, and thereby should have more deleterious effects on subsequent test performance than shocks of shorter duration.…”

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confidence: 99%

Immunization and facilitation produced by predictable and controllable aversive events alternating with different duration unpredictable and uncontrollable aversive events

2006

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T his investigation examined whether immunization to learned helplessness is more effective through predictable and controllable events alternating with inescapable and unpredictable events of different duration, than through experiences with only controllable and predictable events. Prior experience with intermittent success resulted in greater immunization than experience with consistent success. Forty-two male Wistar rats were distributed at random to one of the six groups (n 5 7 each). In groups M-20, M-40, and M-80, uncontrollable and unpredictable episodes of shocks with three levels of duration were intermixed with controllable and predictable events: short mixed immunization, 20 trials; moderate mixed immunization, 40 trials; and long mixed immunization, 80 trials. Group C-U received immunization treatment with only controllable and predictable events; C-NT was the control group and received controllability training but with no uncontrollable and unpredictable footshock; and group NT-U received basic learned helplessness treatment. In the test phase, all the subjects were exposed to escape/avoidance training. The results demonstrated the greater efficacy of immunization in groups M-20 and M-40 (short and moderate mixed immunization), in terms of significant differences in latency of response relative to groups M-80 (long mixed immunization) and C-U (standard immunization), while the behaviour of groups M-80 and C-U was similar. All immunization (mixed and standard) groups presented a shorter latency than group NT-U (no immunization). These data were discussed according to the ''dual-expectancy hypothesis,'' the ''interference hypothesis,'' the ''anxiety hypothesis,'' and the ''reactance theory.'' C ette recherche a examiné dans quelle mesure l'immunisation à la résignation acquise est plus efficace lors d'événements prédictibles et contrô lables alternant avec des événements inévitables et non prédictibles, de différentes durées, que lors d'événements contrô lables et prédictibles seulement. Une expérience précédente menant à un succès intermittent a résulté en une plus grande immunisation qu'une expérience menant à un succès constant. Quarante-deux rats Wistar males ont été répartis au hasard dans six groupes (n 5 7 chacun). Pour trois groupes, des épisodes incontrô lables et non prédictibles de chocs ont été mélangés avec des événements contrô lables et prédictibles, avec trois niveaux de durée pour le premier traitement: immunisation courte mixte de 20 essais (groupe M-20), immunisation modérée mixte de 40 essais (groupe M-40) et immunisation longue mixte de 80 essais (groupe M-80). En ce qui a trait aux trois autres groupes, un a reçu un traitement d'immunisation avec seulement des événements contrô lables et prédictibles (groupe C-U); un autre fut considéré comme groupe contrô le et a reçu un entraînement de contrô labilité mais sans recevoir de choc incontrô lable et non prédictible (groupe C-NT) et; un dernier groupe a reçu un traitement de base de résignation acquise (groupe NT-U). Dans la phase d...

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“…For example, Crowell (1974) showed that when rats received a weak shock paired US SIGNAL VALUE 413 with a strong shock, the aversive properties of the weak shock were increased. More recently, Anderson, Crowell, DePaul, and McEachin (1997) showed that subjects formed a shock onset-strong shock association when a prolonged-duration shock was delivered. That is, a prolonged-duration shock actually consisted oftwo parts: (I) shock onset, which may be considered analogous to the weak shock in Crowell; and (2) the ongoing painful effects ofthe prolonged shock, which may be considered analogous to the strong shock in Crowell.…”

Section: Aversive Conditioningmentioning

confidence: 99%

The role of us signal value in contingency, drug conditioning, and learned helplessness

Goddard

1999

Psychonomic Bulletin & Review

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In Pavlovian conditioning, organisms can learn that a conditioned stimulus (CS) signals the delivery of an unconditioned stimulus (US). The present paper first reviews research showing that organisms can also learn that a stimulus, normally considered to be a US, signals the delivery of another US. Second, the paper shows how such signal value may contribute to three conditioning phenomena that are of interest to many psychologists: contingency, drug conditioning, and learned helplessness. In addition to showing how such signal value may contribute to these three phenomena, suggestions for further research, as well as current gaps in the knowledge base, are outlined.

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Intensification of punishment effects through exposure to prolonged, fixed-duration shocks: The role of shock cues as a stimulus for fear

Cited by 4 publications

References 60 publications

A modern learning theory perspective on the etiology of panic disorder.

A modern learning theory perspective on the etiology of panic disorder.

Immunization and facilitation produced by predictable and controllable aversive events alternating with different duration unpredictable and uncontrollable aversive events

The role of us signal value in contingency, drug conditioning, and learned helplessness

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