Mineka Susan, Oehlberg Katherine
Northwestern University, Psychology-Swift Hall, 2029 Sheridan Road, Evanston, IL 60208, United States.
Acta Psychol (Amst). 2008 Mar;127(3):567-80. doi: 10.1016/j.actpsy.2007.11.007. Epub 2008 Jan 28.
Current etiological models of anxiety disorders emphasize both internal diatheses, or risk factors, and external stressors as important in the development and maintenance of clinical anxiety. Although considerable evidence suggests personality, genetic, and environmental variables are important to these diathesis-stress interactions, this general approach could be greatly enriched by incorporating recent developments in experimental research on fear and anxiety learning. In this article, we attempt to integrate the experimental literature on fear/anxiety learning and the psychopathology literature on clinical anxiety, identify areas of inconsistency, and recommend directions for future research. First, we provide an overview of contemporary models of anxiety disorders involving fear/anxiety learning. Next, we review the literature on individual differences in associative learning among anxious and non-anxious individuals. We also examine additional possible sources of individual differences in the learning of both fear and anxiety, and indicate where possible parallels may be drawn. Finally, we discuss recent developments in basic experimental research on fear conditioning and anxiety, with particular attention to research on contextual learning, and indicate the relevance of these findings to anxiety disorders.
当前焦虑症的病因模型强调内部素质（即风险因素）和外部压力源在临床焦虑的发生和维持中都很重要。尽管大量证据表明人格、遗传和环境变量对这些素质-压力相互作用很重要，但通过纳入恐惧和焦虑学习实验研究的最新进展，这种一般方法可以得到极大丰富。在本文中，我们试图整合关于恐惧/焦虑学习的实验文献和关于临床焦虑的精神病理学文献，识别不一致的领域，并推荐未来研究的方向。首先，我们概述涉及恐惧/焦虑学习的当代焦虑症模型。接下来，我们回顾关于焦虑个体和非焦虑个体联想学习个体差异的文献。我们还研究了恐惧和焦虑学习中个体差异的其他可能来源，并指出可能存在的相似之处。最后，我们讨论恐惧条件作用和焦虑基础实验研究的最新进展，特别关注情境学习的研究，并指出这些发现与焦虑症的相关性。
