Behavioral and Systems Neuroscience, Psychology Department, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA; Rutgers Center for Cognitive Science, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA; Center for Sensory Sciences & Innovation, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA.
Behavioral and Systems Neuroscience, Psychology Department, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA.
Biol Psychol. 2022 Apr;170:108324. doi: 10.1016/j.biopsycho.2022.108324. Epub 2022 Mar 25.
Aversive learning normally induces alterations in sensory function as the brain's sensory systems are tuned to optimize detection and discrimination of threat-predictive stimuli. Anxiety disorders can disrupt behavioral discrimination between threat-predictive and neutral stimuli, resulting in overgeneralization of negative affective responses to non-threatening situations. We thus hypothesized that anxiety could disrupt learning-induced improvement in sensory discrimination. We tested perceptual discrimination between similar odorants before and after discriminative aversive conditioning. Participants exhibiting normal levels of trait anxiety developed a larger skin conductance response (SCR) to the shock-predictive odorant and substantial improvement in their perceptual discrimination between the two odors. Repeated exposure to the odors without shock partially extinguished the SCRs but the perceptual effect persisted. By contrast, participants with high levels of trait anxiety developed comparably sized SCRs to both odors and displayed no perceptual improvement. Learning-induced perceptual plasticity can thus be impaired in people with high levels of trait anxiety.
厌恶学习通常会引起感觉功能的改变,因为大脑的感觉系统被调整为优化对威胁预测性刺激的检测和区分。焦虑障碍会破坏威胁预测性和中性刺激之间的行为区分,导致对非威胁情况的负面情感反应过度泛化。因此,我们假设焦虑可能会破坏感觉区分的学习诱导改善。我们在辨别性厌恶条件作用之前和之后测试了对类似气味的感知辨别能力。表现出正常特质焦虑水平的参与者对预测性气味的皮肤电反应 (SCR) 更大,并且在两种气味之间的感知区分上有了很大的提高。反复暴露于没有冲击的气味中会部分消除 SCR,但感知效果仍然存在。相比之下,具有高特质焦虑水平的参与者对两种气味的 SCR 大小相当,并且没有表现出感知上的改善。因此,具有高特质焦虑水平的人可能会损害学习诱导的感知可塑性。