Allen M T, Handy J D, Blankenship M R, Servatius R J
School of Psychological Sciences, University of Northern Colorado, Greeley, CO, United States; Rutgers Biomedical Health Sciences, Stress and Motivated Behavior Institute, Rutgers University, Newark, NJ, United States; Central New York Research Corporation, Syracuse, NY, United States.
Central New York Research Corporation, Syracuse, NY, United States; Department of Veterans Affairs, Syracuse Veterans Affairs Medical Center, Syracuse NY, United States.
Behav Brain Res. 2018 Jun 1;345:93-103. doi: 10.1016/j.bbr.2018.02.035. Epub 2018 Feb 24.
Recent work has focused on a learning diathesis model in which specific personality factors such as behavioral inhibition (BI) may influence associative learning and in turn increase risk for the development of anxiety disorders. We have found in a series of studies that individuals self-reporting high levels of BI exhibit enhanced acquisition of conditioned eyeblinks. In the study reported here, hypotheses were extended to include distressed (Type D) personality which has been found to be related to BI. Type D personality is measured with the DS-14 scale which includes two subscales measuring negative affectivity (NA) and social inhibition (SI). We hypothesized that SI, which is similar to BI, would result in enhanced acquisition while the effect of NA is unclear. Eighty nine participants completed personality inventories including the Adult Measure of Behavioral Inhibition (AMBI) and DS-14. All participants received 60 acquisition trials with a 500 ms, 1000 Hz, tone CS and a co-terminating 50 ms, 5 psi corneal airpuff US. Participants received either 100% CS-US paired trials or a schedule of partial reinforcement where 50% US alone trials were intermixed into CS-US training. Acquisition of CRs did not differ between the two training protocols. Whereas BI was significantly related to Type D, SI, and NA, only BI and SI individuals exhibited enhanced acquisition of conditioned eyeblinks as compared to non-inhibited individuals. Personality factors now including social inhibition can be used to identify individuals who express enhanced associative learning which lends further support to a learning diathesis model of anxiety disorders.
近期的研究聚焦于一种学习素质模型，在该模型中，诸如行为抑制（BI）等特定人格因素可能会影响联想学习，进而增加焦虑症发展的风险。我们在一系列研究中发现，自我报告BI水平较高的个体在条件性眨眼的习得方面表现增强。在本文所报告的研究中，研究假设得以扩展，将已被发现与BI相关的痛苦（D型）人格纳入其中。D型人格通过DS - 14量表进行测量，该量表包括两个子量表，分别测量消极情感性（NA）和社交抑制（SI）。我们假设，与BI相似的SI会导致习得增强，而NA的影响尚不清楚。八十九名参与者完成了包括成人行为抑制量表（AMBI）和DS - 14在内的人格问卷。所有参与者接受了60次习得试验，使用500毫秒、1000赫兹的纯音条件刺激（CS）和同时终止的50毫秒、5磅/平方英寸的角膜吹气非条件刺激（US）。参与者接受100%的CS - US配对试验，或部分强化程序，即在CS - US训练中混入50%的单独US试验。两种训练方案在条件反应（CR）的习得方面没有差异。尽管BI与D型人格、SI和NA显著相关，但与非抑制个体相比，只有BI和SI个体在条件性眨眼的习得方面表现增强。现在包括社交抑制在内的人格因素可用于识别表现出增强联想学习的个体，这进一步支持了焦虑症的学习素质模型。
