Mineka Susan, Zinbarg Richard
Department of PsychologyNorthwestern University, Evanston, IL 60208-2710, USA.
Am Psychol. 2006 Jan;61(1):10-26. doi: 10.1037/0003-066X.61.1.10.
The authors describe how contemporary learning theory and research provide the basis for perspectives on the etiology and maintenance of anxiety disorders that capture the complexity associated with individual differences in the development and course of these disorders. These insights from modern research on learning overcome the shortcomings of earlier overly simplistic behavioral approaches, which sometimes have been justifiably criticized. The authors show how considerations of early learning histories and temperamental vulnerabilities affect the short- and long-term outcomes of experiences with stressful events. They also demonstrate how contextual variables during and following stressful learning events affect the course of anxiety disorder symptoms once they develop. This range of variables can lead to a rich and nuanced understanding of the etiology and course of anxiety disorders.
作者们描述了当代学习理论与研究如何为焦虑症的病因及维持机制提供观点基础，这些观点捕捉到了这些疾病在发展和病程中与个体差异相关的复杂性。现代学习研究的这些见解克服了早期过于简单化的行为方法的缺点，而这些方法有时受到合理批评是有道理的。作者们展示了对早期学习经历和气质性易感性的考量如何影响应激事件经历的短期和长期结果。他们还证明了应激性学习事件期间及之后的情境变量如何在焦虑症症状出现后影响其病程。这一系列变量能够带来对焦虑症病因及病程丰富而细致入微的理解。
