Prepared Stimuli Enhance Aversive Learning without Weakening the Impact of Verbal Instructions

Autor/inn/en	Atlas, Lauren Y.; Phelps, Elizabeth A.
Titel	Prepared Stimuli Enhance Aversive Learning without Weakening the Impact of Verbal Instructions
Quelle	In: Learning & Memory, 25 (2018) 2, S.100-104 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0502
DOI	10.1101/lm.046359.117
Schlagwörter	Fear; Stimuli; Hypothesis Testing; Visual Stimuli; Classical Conditioning; Responses; Animals; Learning; Learning Processes + Suchen Sie Ihr Suchwort? Furcht; Anreizsystem; Hypothesenprüfung; Hypothesentest; Animal; Tier; Tiere; Lernen; Learning process; Lernprozess
Abstract	Fear-relevant stimuli such as snakes and spiders are thought to capture attention due to evolutionary significance. Classical conditioning experiments indicate that these stimuli accelerate learning, while instructed extinction experiments suggest they may be less responsive to instructions. We manipulated stimulus type during instructed aversive reversal learning and used quantitative modeling to simultaneously test both hypotheses. Skin conductance reversed immediately upon instruction in both groups. However, fear-relevant stimuli enhanced dynamic learning, as measured by higher learning rates in participants conditioned with images of snakes and spiders. Results are consistent with findings that dissociable neural pathways underlie feedback-driven and instructed aversive learning. (As Provided).
Anmerkungen	Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://learnmem.cshlp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01