2015_(Reynolds_et_al.,_JACP).pdf (827.47 kB)
Preventing the development of observationally learnt fears in children by devaluing the model's negative response
journal contribution
posted on 2023-06-08, 22:00 authored by Gemma Reynolds, Andy FieldAndy Field, Chris AskewVicarious learning has become an established indirect pathway to fear acquisition. It is generally accepted that associative learning processes underlie vicarious learning; however, whether this association is a form of conditioned stimulus-unconditioned stimulus (CS-US) learning or stimulus-response (CS-CR) learning remains unclear. Traditionally, these types of learning can be dissociated in a US revaluation procedure. The current study explored the effects of post-vicarious learning US revaluation on acquired fear responses. Ninety-four children (46 males and 48 females) aged 6 to 10 years first viewed either a fear vicarious learning video or a neutral vicarious learning video followed by random allocation to one of three US revaluation conditions: inflation; deflation; or control. Inflation group children were presented with still images of the adults in the video and told that the accompanying sound and image of a very fast heart rate monitor belonged to the adult. The deflation group were shown the same images but with the sound and image of a normal heart rate. The control group received no US revaluation. Results indicated that inflating how scared the models appeared to be did not result in significant increases in children's fear beliefs, avoidance preferences, avoidance behavior or heart rate for animals above increases caused by vicarious learning. In contrast, US devaluation resulted in significant decreases in fear beliefs and avoidance preferences. Thus, the findings provide evidence that CS-US associations underpin vicarious learning and suggest that US devaluation may be a successful method for preventing children from developing fear beliefs following a traumatic vicarious learning episode with a stimulus.
History
Publication status
- Published
File Version
- Published version
Journal
Journal of Abnormal Child PsychologyISSN
1573-2835Publisher
Springer VerlagExternal DOI
Issue
7Volume
43Page range
1355-1367Department affiliated with
- Psychology Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2015-08-03First Open Access (FOA) Date
2015-08-03First Compliant Deposit (FCD) Date
2015-08-03Usage metrics
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