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Behaviorally inhibited individuals demonstrate significantly enhanced conditioned response acquisition under non-optimal learning conditions

机译:行为受到抑制的个体在非最佳学习条件下表现出显着增强的条件反应获得

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Behavioral inhibition (BI) is an anxiety vulnerability factor associated with hypervigilance to novel stimuli, threat, and ambiguous cues. The progression from anxiety risk to a clinical disorder is unknown, although the acquisition of defensive learning and avoidance may be a critical feature. As the expression of avoidance is also central to anxiety development, the present study examined avoidance acquisition as a function of inhibited temperament using classical eyeblink conditioning. Individuals were classified as behaviorally inhibited (BI) or non-inhibited (NI) based on combined scores from the Adult and Retrospective Measures of Behavioural Inhibition (AMBI and RMBI, respectively). Acquisition was assessed using delay, omission, or yoked conditioning schedules of reinforcement. Omission training was identical to delay, except that the emission of an eyeblink conditioned response (CR) resulted in omission of the unconditioned airpuff stimulus (US) on that trial. Each subject in the yoked group was matched on total BI score to a subject in the omission group, and received the same schedule of CS and US delivery, resulting in a partial reinforcement training schedule. Delay conditioning elicited significantly more CRs compared to the omission and yoked contingencies, the latter two of which did not differ from each other. Thus, acquisition of an avoidance response was not apparent. BI individuals demonstrated enhanced acquisition overall, while partial reinforcement training significantly distinguished between BI and NI groups. Enhanced learning in BI may be a function of an increased defensive learning capacity, or sensitivity to uncertainty. Further work examining the influence of BI on learning acquisition is important for understanding individual differences in disorder etiology in anxiety vulnerable cohorts.
机译:行为抑制(BI)是与对新的刺激,威胁和模棱两可的暗示过度警惕相关的焦虑脆弱性因素。尽管获得防御性学习和回避可能是一个关键特征,但从焦虑风险到临床疾病的进展尚不清楚。由于回避的表达对焦虑的发展也很重要,因此本研究使用经典的眨眼条件来研究回避获得与抑制性情的关系。根据成人和行为抑制的回顾性指标(分别为AMBI和RMBI)的综合评分,将个人分为行为抑制(BI)或非抑制(NI)。使用延迟,遗漏或带轭的加强训练计划来评估获取情况。遗漏训练与延迟训练相同,不同之处在于,眨眼条件反射(CR)的发出导致该试验中遗漏了无条件气喘刺激(US)。轭铁组中的每个受试者的总BI得分均与省略组中的受试者匹配,并接受相同的CS和US给药时间表,从而产生了部分强化训练时间表。与遗漏和带轭的意外情况相比,延迟条件引起的CR显着多,后者的后两者没有差异。因此,回避响应的获得并不明显。 BI个体在整体上表现出增强的获取能力,而BI和NI组之间的​​部分增强训练则有明显区别。 BI中增强的学习可能是防御性学习能力增强或对不确定性敏感的函数。进一步研究BI对学习习得的影响,对于理解易患焦虑人群的病因病因个体差异非常重要。

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