On distinguishing theories from procedures: A comment on Williams, Dooseman, and Kleifield.

Contends that S. L. Williams et al (see record 1984-32119-001) confuse procedures for fear reduction with theories of fear reduction in their article comparing effectiveness of guided mastery and exposure treatments for intractable phobias. It is suggested that there is no exposure model but that models or theories of habituation, extinction, and bioinformational cognitive theories explain why exposure works and why self-efficacy is increased. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current approaches to etiology and pathophysiology of specific phobia

Specific phobia is a common, heterogeneous disorder whose central feature is persistent, unreasonable fear of a circumscribed object or situation. This article reviews current etiological theories and empirical data that seem likely to be important in investigating the pathophysiology of this disorder. These include conditioning, modified conditioning, and nonassociative models of phobia development, physiological response to the phobic stimulus, neuroimaging, primate, and biological challenge studies. Pathophysiological hypotheses suggested by recent research on the neurocircuitry of conditioned fear are also discussed. Though specific phobias have been of less public health and clinical interest than other anxiety disorders, their circumscribed nature and possible relationship to conditioned fear may make them a productive subject for research into basic pathophysiology.     

Disgust and disgust sensitivity in blood-injection-injury and spider phobia

Blood-injection-injury (BII) phobics and spider phobics show markedly different cognitive, psychophysiological, and motoric reactions to activating stimuli. These observations have led theorists to question whether the emotion of fear mediates both phobias. The present study examined the role of disgust and disgust sensitivity in these subtypes of specific phobia. BII phobics, spider phobics, and nonphobics completed questionnaires and rated pictures of specific objects on fear and disgust scales. Questionnaire data indicated that phobic participants were higher than nonphobics on fear, and also on disgust sensitivity. The reaction of BII phobics to pictures of medical stimuli was one of disgust, rather than fear. The reaction of spider phobics to pictures of spiders was a combination of fear and disgust, though fear appeared to predominate. Results are discussed in view of current theories of emotional factors in specific phobia.     

Basic behavioral science research for mental health: Perception, attention, learning, and memory.

Examines the cognitive processes of sensation and perception, attention, learning, and memory to understand cognitive disorders seen in mental illnesses. The sensation and perception review includes recognizing patterns and shapes, perceiving words in reading and the "Where" and "When" Modules of the visual system. The focus on attention concerns it's important cognitive role to planned, adaptive behavior. Many aspects of learning are discussed, including learning and prediction, conditioning and addiction, instrumental learning, modulating and preserving behavior, and social learning of fears and phobias. Reconstructive memory, emotion and memory, forms of memory (working and implicit memory), and the cognitive unconscious are discussed. Directions for future research on perception, attention, learning, and memory are given. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Anxiety disorders and phobias: A cognitive perspective.

Reviews the book, Anxiety disorders and phobias: A cognitive perspective by Aaron T. Beck, Gary Emery, and Ruth L. Greenberg (see record 2006-01301-000). Aaron Beck and colleagues have done an excellent job in their attempt to present a comprehensive cognitive model for understanding and treating anxiety disorders and phobias. The authors set out to present a comprehensive cognitive model for the understanding and treating of anxiety disorders and phobias. What they covered is presented with scholarly thoroughness and depth. What seems to be lacking in their presentation is an attempt to address the impact of interpersonal context. Thus, while the cognitive model promises to be an extremely helpful component to the understanding and treatment of anxiety disorders and phobias, a comprehensive treatment regimen will often require attention to additional aspects. The book is well written and richly illustrated with case histories and examples. It provides important perspectives in the understanding and treatment of anxiety disorders and phobias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning.

An evolved module for fear elicitation and fear learning with 4 characteristics is proposed. (a) The fear module is preferentially activated in aversive contexts by stimuli that are fear relevant in an evolutionary perspective. (b) Its activation to such stimuli is automatic. (c) It is relatively impenetrable to cognitive control. (d) It originates in a dedicated neural circuitry, centered on the amygdala. Evidence supporting these propositions is reviewed from conditioning studies, both in humans and in monkeys; illusory correlation studies; studies using unreportable stimuli; and studies from animal neuroscience. The fear module is assumed to mediate an emotional level of fear learning that is relatively independent and dissociable from cognitive learning of stimulus relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From stress to learning: Attachment theory meets goal orientation theory.

Few investigators have explored connections between attachment theory and goal orientation theory. Although the theories differ in important ways, we suggest there is a striking similarity in their depiction of an adaptive pathway leading from stress to learning goals and constructive strategies, and a contrasting pathway leading from stress to self-validation goals and defensive strategies. We review evidence from two leading investigators—Mario Mikulincer in adult attachment theory and Carol Dweck in goal orientation theory—to show that, following failure and other setbacks, learning as compared to self-validation goals are more likely to lead to cognitive openness, problem-solving, support-seeking, and adaptive emotion regulation. The theories differ in their understanding of the views underlying learning and self-validation goals, and those differences have led to qualitatively different interventions. We suggest how attachment and goal orientation theory interventions can be integrated to maximize optimal functioning in stressful conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implosive therapy with semiclinical phobias.

Describes a 2-phase investigation using 52 female volunteers with semiclinical phobias of insects. Ss' interview data support vicarious learning family-dependency interpretations rather than traumatic conditioning interpretations of the etiology of phobias. Compared with previous samples of phobic college students Ss showed significantly greater degrees of fear on an overt-behavior assessment test and self-report measures (e.g., Fazio's Inventory of Reported Fears). A brief course of implosive therapy was not found to be as effective as a form of treatment based on J. Andrews' suggestions. Treatment-research implications are briefly discussed. (33 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Morton Prince on anxiety disorders: Intellectual antecedents of the cognitive approach to panic?

Comments on a reprint of a 1912 article by M. Prince (see record 1993-13839-001) describing the case of a 41-yr-old unmarried woman with a multitude of phobia-like symptoms and panic attacks. Prince argued for his early version of a cognitive theory of panic on the basis of observations of the sequence of events that led to the onset of the disorder. This analysis anticipated contemporary notions that the core fear in some phobias is about having a panic attack rather than being a fear of the subject of the phobia itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and affective aspects of thigmotaxis strategy in humans.

The present article describes the cognitive and emotional aspects of human thigmotaxis (a wall-following spatial strategy) during exploration of virtual and physical spaces. The authors assessed 106 participants with spatial and nonspatial performance-based learning-memory tasks and with fear and anxiety questionnaires. The results demonstrate that thigmotaxis plays a distinct role at different phases of spatial learning. The 1st phase shows a positive correlation between thigmotaxis and general phobic avoidance, whereas there is no association between thigmotaxis and general phobic avoidance during later phases of learning. Furthermore, participants who underperformed in working memory tests and in a spatial construction task exhibited greater thigmotaxis and a higher potential for fear response. Findings are interpreted in the framework of interactions among emotion-, action-, and knowledge-controlled spatial learning theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of a prosthetic appliance for treatment of sleep apnea syndrome on masticatory and tongue muscle activity

Theories that fear results from previous traumatic experience (i.e. conditioning theories) have enjoyed widespread support for over half a century. Recent research, however, has cast doubt on the validity of these models in some specific phobias. Two studies on the etiology of height phobia have obtained findings consistent with a non-associative, evolutionary explanation of fear acquisition (Menzies and Clarke, 1993a, Behaviour Research and Therapy, 31, 355-365; Menzies and Clarke, 1995a, Behaviour Research and Therapy, 33, 795-805). Unfortunately, the retrospective nature of these studies limits the conclusions that can be drawn from these data. Like all retrospective research, these studies depend on adult subjects imperfect ability to recall conditioning events that may have occurred many years earlier. The present investigation overcomes these methodological shortcomings by examining the relationship between putative conditioning events before the age of 9 yr and the presence of height fear at ages 11 and 18 yr in a large birth cohort studied longitudinally. To our knowledge this is the first study that has prospectively examined the relationship between relevant traumatic events early in life and the onset of height fear in late adolescence. No positive relationship was found between a history of falls resulting in injury (i.e. fracture, dislocation, intracranial injury or laceration) before the age of 9 and fear of heights at age 11 or 18. Interestingly, falls resulting in injury between the ages of 5 and 9 occurred more frequently in those without a fear of heights at 18 (P < 0.01)--a finding in the opposite direction to that predicted by conditioning theory but consistent with non-associative theories of fear acquisition. In general, the results provide strong support for non-associative models of fear and are difficult to reconcile with conditioning theories.     

Managed care glossary: update II

The paper presents differential-diagnostic signs of phobic disorders of different etiology. Acute episodes of depersonalization preceding phobias and fears arising during the first age crisis are considered as some diagnostic signs of endogenous phobias. The significant criteria for diagnosis of psychogenic phobias are anxious suspiciousness, affective instability, susceptibility, spontaneity of reactivity and the presence of personally important psychic trauma. An autonomic paroxysm caused by alcoholic situation in exogenic organic pathology (alcoholism) was transformed quite fast into some senestopathias, which themselves maintained the of fear. The relationships of phobias and depressions in endogenous disorders was different: in slow-progredient variations of the disease depression resulted in a decrease of the manifestations of the phobias, and vice versa; in shift-like variations depression is an independent syndrome in the depressive-phobic complex. Depressions and phobias are closely connected in psychogenic phobias, they complicated and developed in parallel. In exogenic-organic phobias both affective disorders and phobias had a paroxysmal character and transformed into dysphorias.     

Changes in caffeine states enhance return of fear in spider phobia.

Treatment of phobias is sometimes followed by a return of fear. Animal and human research has shown that changes in external and internal contexts between the time of treatment and follow-up tests often enhance return of fear. The present study examined whether shifts in caffeine (C) state would enhance return of fear. Participants who were highly afraid of spiders (n=43) were treated in 1-session exposure-based therapy and tested for follow-up 1 week later. Participants were randomly assigned to 1 of 4 groups and received either placebo (P) or C at treatment and follow-up sessions: CC, PP, CP, and PC. Results demonstrated state-dependent learning. Participants experiencing incongruent drug states during treatment and follow-up (CP and PC) exhibited greater return of fear than those experiencing congruent drug states (CC and PP). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Escape from fear: A detailed behavioral analysis of two atypical responses reinforced by CS termination.

Escape from fear (EFF) is a controversial paradigm according to which animals learn to actively escape a fear-eliciting conditioned stimulus (CS) if the escape response (Re) is paired with CS termination. Some theories posit that EFF learning is responsible for instrumental avoidance conditioning. However, EFF learning has typically been weaker than avoidance learning and difficult to reproduce. The authors examined EFF learning and memory with 2 atypical Res: rearing and nose-poking. The data suggest that rearing, but not nose-poking, can be learned as an instrumental EFF response. Further, EFF memory was response specific, aversively motivated, and controlled by the CS. Successful EFF learning also resulted in better long-term elimination of a passive fear reaction (freezing). Factors important for EFF experiments and theoretical considerations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.

The present study investigated motivational influences on help-seeking behavior in math classrooms, focusing on early adolescents' perceptions of the benefits and threats associated with such behavior. Seventh and 8th graders (N?=?203) responded to a questionnaire on perceptions of social and cognitive competence, achievement goals, attitudes, and avoidance of and adaptive help-seeking behavior in math class. Both threats and benefits were important influences on avoidance of help-seeking behavior, whereas only benefits predicted adaptive help seeking. Findings indicated that perceived threats and benefits partially mediated the effects of relative ability goals, task-focused goals, extrinsic goals, and perceptions of cognitive competence on avoidance of help seeking. Perceived benefits partially mediated the effects of task-focused goals on adaptive help seeking. Social competence had an indirect effect on avoidance of help seeking. Results illustrate the importance of linking cognitive, motivational, and social characteristics of students to provide a fuller understanding of adolescent help seeking in math. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fear and the brain: where have we been, and where are we going?

In recent years, there has been an explosion of interest in the neural basis of emotion. Much of this enthusiasm has been triggered by studies of the amygdala and its contribution to fear. This work has shown that the amygdala detects and organizes responses to natural dangers (like predators) and learns about novel threats and the stimuli that predict their occurrence. The latter process has been studied extensively using a procedure called classical fear conditioning. This article surveys the progress that has been made in understanding the neural basis of fear and its implications for anxiety disorders, as well as the gaps in our knowledge.     

Repression and the dynamics of conflict.

Freud's "signal theory," which equates anxiety with free-floating fear, is considered less tenable than an adaptive theory, which equates anxiety with undifferentiated emotional tension arising from repression of the object representations (ORs) and instrumental act representations (IARs) of love, fear, or hostility. Repression is conceived to have a conflict-solving function, since it frees the unrepressed motive for expression, while "creating" anxiety (when both OR and IAR are repressed) or free-floating motivation (when only the OR is repressed). Implications of the adaptive theory are discussed in relation to defense mechanisms, in relation to findings concerning perceptual defense, and in relation to a contradiction between Freud's and Mowrer's theories of neurosis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observational conditioning of snake fear in rhesus monkeys.

Hypothesized that observational conditioning is involved in the origins of many human and nonhuman primates' fears and phobias. In Exp I, a new index of snake fear in 7 19–28 yr old wild-reared rhesus monkeys and 9 laboratory-reared offspring (aged 8 mo to 6 yrs) was tested. Results show the measure was useful and demonstrated that young Ss raised by parents who had a fear of snakes did not acquire the fear in the absence of any specific experience with snakes. In Exp II, using 5 of the wild-reared Ss and 6 of the laboratory-reared Ss from Exp I, 5 of 6 offspring acquired an intense and persistent fear of snakes as a result of observing their wild-reared parents behave fearfully in the presence of real, toy, or model snakes for a short period of time. The fear was not context specific and showed no significant signs of diminution at 3-mo follow-up. (49 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.

This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of childhood phobias

Childhood phobias can be successfully treated using a variety of behavioral strategies, provided there has been a psychometrically sound assessment. Measures are also important for the evaluation of treatment efficacy and the testing of hypotheses generated by new ideas and theories of children's phobias. This paper outlines broad-based assessment procedures used in the evaluation of children's phobias, including the behavioral or problem-focused interview, the diagnostic interview, self-report inventories, caregiver completed instruments, behavioral observations, self-monitoring and physiological assessment. Reflecting recent theoretical and clinical advances in the study of childhood internalizing disorders, we also explore laboratory-based measures and family assessment measures. Particular attention is given to psychometric issues and developmental sensitivity in our discussion of these assessment procedures.