Leen-Feldner Ellen W, Blumenthal Heidemarie, Babson Kimberly, Bunaciu Liviu, Feldner Matthew T
Department of Psychology, Arkansas Institute of Developmental Science, University of Arkansas, Fayetteville, AR 72701, USA.
Behav Res Ther. 2008 Sep;46(9):1009-16. doi: 10.1016/j.brat.2008.06.002. Epub 2008 Jun 27.
A small but growing literature highlights specific parenting behaviors in increasing panic vulnerability among offspring. The current study examined the association between parenting-related instrumental and observational learning of sick-role behavior during childhood and reactivity to a panic-relevant biological challenge procedure that has evidenced predictive validity in terms of panic onset. Participants were 93 physically and psychologically healthy young adults (39 females; M(age)=23.41 years). As expected, results indicated that instrumental learning experiences involving (panic-relevant) arousal-reactive symptoms predicted increased post-challenge anxiety, arousal, and negative affective valence, even after accounting for variability associated with other theoretically relevant variables (e.g., anxiety sensitivity). Consistent with prior work, this learning history effect was specific to arousal-reactive, as opposed to arousal non-reactive, symptoms. Unexpectedly, observational learning was not related to challenge responding. Findings are discussed in terms of the potential role of parenting in etiologic models of panic development.
一小部分但数量在不断增加的文献强调了特定的养育行为会增加后代的恐慌易感性。当前的研究考察了童年时期与养育相关的工具性学习和对患病角色行为的观察性学习，以及对一种与恐慌相关的生物学挑战程序的反应之间的关联，该程序在恐慌发作方面已被证明具有预测效度。参与者为93名身心健康的年轻成年人（39名女性；年龄均值 = 23.41岁）。正如预期的那样，结果表明，即使在考虑了与其他理论相关变量（如焦虑敏感性）相关的变异性之后，涉及（与恐慌相关的）唤醒反应性症状的工具性学习经历仍能预测挑战后焦虑、唤醒和负性情感效价的增加。与先前的研究一致，这种学习史效应特定于唤醒反应性症状，而非唤醒非反应性症状。出乎意料的是，观察性学习与挑战反应无关。研究结果从养育在恐慌发展病因模型中的潜在作用方面进行了讨论。
