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观察性威胁学习的下游影响:在整个发展过程中概括和逆转学习
Oded Cohen1, Yael Skversky-Blocq1, Madeleine Mueller2
1School of Psychological Sciences and the Integrated Brain and Behavior Research Center, University of Haifa, Israel.
Behaviour research and therapy
|December 20, 2024
概括
儿童,青少年和成年人在观察学习后将威胁概括为威胁. 与儿童和成年人相比,青少年显示出逆转这些学到的威胁关联的能力较低,这突显了社会学习中的发育差异.
科学领域:
- 发展心理学是发展心理学.
- 社会学习理论社会学习理论
- 恐惧的获得和灭绝.
背景情况:
- 观察性威胁学习是开发典型和非典型恐惧的关键.
- 以前的研究证实了观察学习在威胁获取和灭绝中的作用.
- 观察性威胁学习复杂性的发育变化仍未得到充分探索.
研究的目的:
- 在跨年龄组的观察性威胁学习之后调查威胁泛化.
- 通过观察来评估威胁关联的反转获取能力.
- 了解观察性威胁学习如何在童年,青春期和成年期展开.
主要方法:
- 在三个年龄组 (儿童,青少年,成年人) 中共有159名参与者.
- 四个学习阶段:观察性威胁获取,直接概括,观察性逆转威胁获取,直接逆转测试.
- 用心理生理学和主观指数测量威胁反应.
主要成果:
- 所有年龄组在观察性威胁学习后都表现出威胁泛化.
- 与儿童和成年人相比,青少年表现出较差的逆转威胁获取.
- 在适应威胁关联方面观察到显著的发育差异.
结论:
- 观察性威胁学习导致整个发展的概括.
- 青春期是一个独特的发展时期,在逆转学到的威胁关联方面面临挑战.
- 这些发现增强了对动态威胁学习及其发展轨迹的理解.
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