Field A P, Hamilton S J, Knowles K A, Plews E L
School of Cognitive and Computing Science, University of Sussex, Falmer, Brighton, East Sussex, BN1 9QH UK.
Behav Res Ther. 2003 Jan;41(1):113-23. doi: 10.1016/s0005-7967(02)00050-5.
This paper presents a first attempt to develop a prospective paradigm to test Rachman's (Behav. Res. Ther. 15 (1977) 375) theory of fear acquisition for social fears. Following the prospective paradigm for animal fears developed by Field et al. (Behav. Res. Ther. 39 (2001) 1259) an attempt is made to adapt this paradigm to look at the effect of fear information in the development of social fears. A large group of normal children (N=135) who were at an age (10-13 years) at which social concerns are most pertinent were tested using this paradigm. They were given positive, negative or neutral information about three social situations: public speaking, eating in public, and meeting a new group of children. Children's fear beliefs were measured before and after the information was given and the information was given by a teacher, a same age peer or no information was given (a control). The results indicate that although information can change social fear beliefs it is dependent upon the type of social activity and who provides the information. The implications of these initial results for our understanding of both the role of fear information in the development of social fear beliefs, and the limitations of this current paradigm are discussed.
本文首次尝试开发一种前瞻性范式，以检验拉赫曼（《行为研究与治疗》，1977年第15卷，第375页）关于社交恐惧习得的理论。遵循菲尔德等人（《行为研究与治疗》，2001年第39卷，第1259页）提出的动物恐惧前瞻性范式，试图对该范式进行调整，以研究恐惧信息在社交恐惧形成过程中的作用。使用该范式对一大组年龄在10至13岁、社交关注度最高的正常儿童（N = 135）进行了测试。他们被给予了关于三种社交情境的积极、消极或中性信息：公开演讲、在公共场合用餐以及结识一群新儿童。在提供信息之前和之后测量了儿童的恐惧信念，信息由教师、同龄伙伴提供，或者不提供任何信息（作为对照）。结果表明，虽然信息可以改变社交恐惧信念，但这取决于社交活动的类型以及提供信息的人。讨论了这些初步结果对我们理解恐惧信息在社交恐惧信念形成中的作用以及当前这一范式局限性的意义。
