Predicting Emotional Distress, Based on Acquisition, Extinction, Avoidance, and Generalization Learning

IF 4.7 2区 医学 Q1 PSYCHIATRY Depression and Anxiety Pub Date : 2024-10-23 DOI:10.1155/2024/6366269
Naomi Carpentier, Dirk Hermans, Sara Scheveneels
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Abstract

This prospective study aimed to investigate whether fear conditioning parameters measured at baseline could predict the development of emotional distress over a 6-month period among 655 first-year university students. Verbal and behavioral measures of acquisition, extinction, avoidance, and generalization were obtained through an online task at the start of the academic year. Emotional distress was evaluated 4 to 6 months later, with questionnaires assessing anxiety, stress, depression, and coping trajectories. Initial analyses explored the interplay of conditioning parameters at baseline, hypothesizing that the corresponding learning processes may mutually reinforce each other, contributing to distinct vulnerabilities for emotional distress. Although no distinct profiles based on conditioning processes were identified, the analyses did uncover correlations between increased acquisition and avoidance of conditioned threat stimuli and reduced extinction, avoidance of safe stimuli, and generalization. Subsequent main analyses related the processes and their interactions to the development of emotional distress. Findings suggest that acquiring fear toward conditioned safety and threat stimuli, as well as avoiding conditioned threat stimuli, may be predictive of higher levels of emotional distress. Analyses relating extinction and generalization to emotional distress revealed mostly nonsignificant findings, emphasizing the need for methodological scrutiny in identifying anxiety-related learning indices. This research contributes to understanding individual differences in the development of emotional distress and informs future investigations into learning processes and their implications for mental health.

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基于习得、消退、回避和泛化学习预测情绪困扰
这项前瞻性研究旨在探讨基线测量的恐惧条件反射参数能否预测6个月内655名大学一年级学生的情绪困扰发展。研究人员在学年开始时通过在线任务获得了关于习得、消退、回避和泛化的语言和行为测量结果。4 至 6 个月后对情绪困扰进行评估,通过问卷调查评估焦虑、压力、抑郁和应对轨迹。初步分析探讨了基线条件参数的相互作用,假设相应的学习过程可能会相互促进,从而导致不同的情绪困扰脆弱性。虽然没有发现基于条件反射过程的独特特征,但分析确实发现了条件威胁刺激的获得和回避增加与消退、安全刺激的回避和泛化减少之间的相关性。随后的主要分析将这些过程及其相互作用与情绪困扰的发展联系起来。研究结果表明,对条件性安全和威胁刺激产生恐惧,以及回避条件性威胁刺激,可能预示着较高程度的情绪困扰。将消退和泛化与情绪困扰相关联的分析结果大多不显著,这强调了在确定与焦虑相关的学习指数时需要对方法进行仔细研究。这项研究有助于了解情绪困扰发展过程中的个体差异,并为今后研究学习过程及其对心理健康的影响提供参考。
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来源期刊
Depression and Anxiety
Depression and Anxiety 医学-精神病学
CiteScore
15.00
自引率
1.40%
发文量
81
审稿时长
4-8 weeks
期刊介绍: Depression and Anxiety is a scientific journal that focuses on the study of mood and anxiety disorders, as well as related phenomena in humans. The journal is dedicated to publishing high-quality research and review articles that contribute to the understanding and treatment of these conditions. The journal places a particular emphasis on articles that contribute to the clinical evaluation and care of individuals affected by mood and anxiety disorders. It prioritizes the publication of treatment-related research and review papers, as well as those that present novel findings that can directly impact clinical practice. The journal's goal is to advance the field by disseminating knowledge that can lead to better diagnosis, treatment, and management of these disorders, ultimately improving the quality of life for those who suffer from them.
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