Laurent Grégoire, Mirela Dubravac, Kirsten Moore, Namgyun Kim, Brian A Anderson
{"title":"观察学习与威胁相关的注意偏差。","authors":"Laurent Grégoire, Mirela Dubravac, Kirsten Moore, Namgyun Kim, Brian A Anderson","doi":"10.1080/02699931.2024.2317917","DOIUrl":null,"url":null,"abstract":"<p><p>Attentional bias to threat has been almost exclusively examined after participants experienced repeated pairings between a conditioned stimulus (CS) and an aversive unconditioned stimulus (US). This study aimed to determine whether threat-related attentional capture can result from observational learning, when participants acquire knowledge of the aversive qualities of a stimulus without themselves experiencing aversive outcomes. Non-clinical young-adult participants (<i>N</i> = 38) first watched a video of an individual (the demonstrator) performing a Pavlovian conditioning task in which one colour was paired with shock (CS+) and another colour was neutral (CS-). They then carried out visual search for a shape-defined target. Oculomotor measures evidenced an attentional bias toward the CS+ colour, suggesting that threat-related attentional capture can ensue from observational learning. Exploratory analyses also revealed that this effect was positively correlated with empathy for the demonstrator. Our findings extend empirical and theoretical knowledge about threat-driven attention and provide valuable insights to better understand the formation of anxiety disorders.</p>","PeriodicalId":48412,"journal":{"name":"Cognition & Emotion","volume":" ","pages":"789-800"},"PeriodicalIF":2.6000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11321941/pdf/","citationCount":"0","resultStr":"{\"title\":\"Observational learning of threat-related attentional bias.\",\"authors\":\"Laurent Grégoire, Mirela Dubravac, Kirsten Moore, Namgyun Kim, Brian A Anderson\",\"doi\":\"10.1080/02699931.2024.2317917\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Attentional bias to threat has been almost exclusively examined after participants experienced repeated pairings between a conditioned stimulus (CS) and an aversive unconditioned stimulus (US). This study aimed to determine whether threat-related attentional capture can result from observational learning, when participants acquire knowledge of the aversive qualities of a stimulus without themselves experiencing aversive outcomes. Non-clinical young-adult participants (<i>N</i> = 38) first watched a video of an individual (the demonstrator) performing a Pavlovian conditioning task in which one colour was paired with shock (CS+) and another colour was neutral (CS-). They then carried out visual search for a shape-defined target. Oculomotor measures evidenced an attentional bias toward the CS+ colour, suggesting that threat-related attentional capture can ensue from observational learning. Exploratory analyses also revealed that this effect was positively correlated with empathy for the demonstrator. Our findings extend empirical and theoretical knowledge about threat-driven attention and provide valuable insights to better understand the formation of anxiety disorders.</p>\",\"PeriodicalId\":48412,\"journal\":{\"name\":\"Cognition & Emotion\",\"volume\":\" \",\"pages\":\"789-800\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11321941/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition & Emotion\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/02699931.2024.2317917\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/2/27 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition & Emotion","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/02699931.2024.2317917","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/2/27 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Observational learning of threat-related attentional bias.
Attentional bias to threat has been almost exclusively examined after participants experienced repeated pairings between a conditioned stimulus (CS) and an aversive unconditioned stimulus (US). This study aimed to determine whether threat-related attentional capture can result from observational learning, when participants acquire knowledge of the aversive qualities of a stimulus without themselves experiencing aversive outcomes. Non-clinical young-adult participants (N = 38) first watched a video of an individual (the demonstrator) performing a Pavlovian conditioning task in which one colour was paired with shock (CS+) and another colour was neutral (CS-). They then carried out visual search for a shape-defined target. Oculomotor measures evidenced an attentional bias toward the CS+ colour, suggesting that threat-related attentional capture can ensue from observational learning. Exploratory analyses also revealed that this effect was positively correlated with empathy for the demonstrator. Our findings extend empirical and theoretical knowledge about threat-driven attention and provide valuable insights to better understand the formation of anxiety disorders.
期刊介绍:
Cognition & Emotion is devoted to the study of emotion, especially to those aspects of emotion related to cognitive processes. The journal aims to bring together work on emotion undertaken by researchers in cognitive, social, clinical, and developmental psychology, neuropsychology, and cognitive science. Examples of topics appropriate for the journal include the role of cognitive processes in emotion elicitation, regulation, and expression; the impact of emotion on attention, memory, learning, motivation, judgements, and decisions.