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Related Experiment Videos

Memory effects on symptom reporting in a respiratory learning paradigm

O Van den Bergh1, K Stegen, K P Van de Woestijne

  • 1Department of Psychology, University of Leuven, Belgium. omer.vandenbergh@psy.kuleuven.ac.be

Health Psychology : Official Journal of the Division of Health Psychology, American Psychological Association
|June 10, 1998
PubMed
Summary

Learned somatic complaints were driven by memory, not physiological responses. Attention during acquisition influenced complaint recall, indicating a cognitive basis for conditioned responses to odors.

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Area of Science:

  • Psychology
  • Neuroscience
  • Behavioral Science

Background:

  • Conditioned responses can manifest as physiological changes or subjective complaints.
  • The origin of learned complaints (physiological inference vs. memory recall) remains unclear.

Purpose of the Study:

  • To investigate whether learned somatic complaints during odor-specific trials stem from physiological conditioning or memory recall.
  • To examine the influence of attentional focus during acquisition on complaint reporting during testing.

Main Methods:

  • Participants (N=56) underwent classical conditioning with odors as conditioned stimuli (CSs) and CO2-enriched air as the unconditioned stimulus.
  • Attentional manipulation during acquisition directed participants toward or away from somatic complaints.
  • Respiratory responses, heart rate, and self-reported somatic complaints were measured during acquisition and testing phases.

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Main Results:

  • No significant physiological conditioning effects (respiratory or heart rate) were observed.
  • Participants reported more complaints to the positive conditioned stimulus (CS+) than the negative conditioned stimulus (CS-), but only when the CS+ was foul-smelling.
  • Attentional manipulation significantly modulated complaint reporting, supporting a memory-based explanation.

Conclusions:

  • Learned somatic complaints in this paradigm are primarily based on memory recall of acquisition complaints, not on concurrent physiological responses.
  • Attentional processes during learning play a crucial role in shaping the subjective experience and reporting of conditioned complaints.