worrying affects associative fear learning a startle fear conditioning study担心影响联想恐惧惊吓恐惧条件反射的研究学习.pdfVIP

Worrying Affects Associative Fear Learning: A Startle Fear Conditioning Study Femke J. Gazendam*, Merel Kindt Department of Clinical Psychology, University of Amsterdam, Amsterdam, The Netherlands Abstract A valuable experimental model for the pathogenesis of anxiety disorders is that they originate from a learned association between an intrinsically non-aversive event (Conditioned Stimulus, CS) and an anticipated disaster (Unconditioned Stimulus, UCS). Most anxiety disorders, however, do not evolve from a traumatic experience. Insights from neuroscience show that memory can be modified post-learning, which may elucidate how pathological fear can develop after relatively mild aversive events. Worrying - a process frequently observed in anxiety disorders - is a potential candidate to strengthen the formation of fear memory after learning. Here we tested in a discriminative fear conditioning procedure whether worry strengthens associative fear memory. Participants were randomly assigned to either a Worry (n = 23) or Control condition (n = 25). After fear acquisition, the participants in the Worry condition processed six worrisome questions regarding the personal aversive consequences of an electric stimulus (UCS), whereas the Control condition received difficult but neutral questions. Subsequently, extinction, reinstatement and re-extinction of fear were tested. Conditioned responding was measured by fear-potentiated startle (FPS), skin conductance (SCR) and UCS expectancy ratings. Our main results demonstrate that worrying resulted in increased fear responses (FPS) to both the feared stimulus (CS+) and the originally safe stimulus (CS2), whereas FPS remained unchanged in the Control condition. In addition, worrying impaired both extinction and re-extinction learn