Increased Generalization, Stronger Acquisition, or Reduced Extinction? Investigation of the Mechanisms Underlying the Acquisition-in-Multiple-Contexts Effect

IF 3.4 2区 心理学 Q2 PSYCHIATRY
Wei Jun Marc Chao, Bridget L. McConnell
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引用次数: 0

Abstract

Prior research has demonstrated that conducting acquisition in multiple contexts results in more responding to the point that it can even nullify the benefit of subsequent extinction in multiple contexts on reducing renewal of excitatory responding. The underlying mechanism to explain why this happens has not been systematically examined. Using self-reported expectancy of the outcome, the current study investigates three mechanisms that potentially explain why acquisition in multiple contexts results in more responding—greater generalization, stronger acquisition learning, or slower extinction learning. Participants (N = 180) received discriminative training with a conditioned stimulus (CS+) and outcome pairing and a CS− → noOutcome pairing in either one or three contexts. This was followed by either extinction treatment in a novel context or no extinction. Finally, testing occurred in the acquisition context, the extinction context, or a novel context. Stronger renewal of extinguished conditioned expectation was observed for participants who received CS+ → Outcome pairings in three contexts relative to one context. There was no effect of the number of contexts on the strength of the excitatory CS+ → Outcome association or degree of inhibitory learning that occurred during extinction. This suggests that generalization is the mechanism responsible for the adverse impact to extinction learning when acquisition is conducted in multiple contexts.

增强泛化、强化习得还是减少消退?多情境习得效应的机制研究
先前的研究表明,在多种情境中进行习得会导致更多的反应,甚至会抵消随后在多种情境中进行消隐对减少兴奋性反应更新的益处。目前还没有系统地研究过解释为什么会出现这种情况的内在机制。本研究利用自我报告的对结果的预期,调查了三种可能解释为什么在多种情境中获得会导致更多反应的机制--更大的泛化、更强的获得学习或更慢的消退学习。参与者(N = 180)在一种或三种情境下接受条件刺激(CS+)和结果配对以及 CS- → 无结果配对的辨别训练。随后在新情境中进行消隐处理或不进行消隐处理。最后,在习得情境、消退情境或新情境中进行测试。与一种情境相比,在三种情境中接受 CS+ → 结果配对的被试,其熄灭的条件反射期望会得到更强的恢复。情境的数量对兴奋性 CS+ → 结果关联的强度或在熄灭过程中发生的抑制性学习的程度没有影响。这表明,当在多个情境中进行学习时,泛化是对消减学习产生不利影响的机制。
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来源期刊
Behavior Therapy
Behavior Therapy Multiple-
CiteScore
7.40
自引率
2.70%
发文量
113
审稿时长
121 days
期刊介绍: Behavior Therapy is a quarterly international journal devoted to the application of the behavioral and cognitive sciences to the conceptualization, assessment, and treatment of psychopathology and related clinical problems. It is intended for mental health professionals and students from all related disciplines who wish to remain current in these areas and provides a vehicle for scientist-practitioners and clinical scientists to report the results of their original empirical research. Although the major emphasis is placed upon empirical research, methodological and theoretical papers as well as evaluative reviews of the literature will also be published. Controlled single-case designs and clinical replication series are welcome.
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