Effect of vicarious fear learning on children's heart rate responses and attentional bias for novel animals

Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learning procedure and demonstrated fear-related increases in children's cognitive, behavioral, and physiological responses. Cognitive and behavioral changes were retested 1 week and 1 month later, and remained elevated. In addition, a visual search task demonstrated that fear-related vicarious learning creates an attentional bias for novel animals, which is moderated by increases in fear beliefs during learning. The findings demonstrate that vicarious learning leads to lasting changes in all 3 of Lang's anxiety response systems and is sufficient to create attentional bias to threat in children

Preventing the development of observationally learnt fears in children by devaluing the model's negative response

Vicarious 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

The effect of stimulus duration on over-selectivity: evidence for the role of within-compound associations

The phenomenon whereby behaviour becomes controlled by one aspect of the environment at the expense of other aspects of the environment (stimulus over-selectivity) is widespread across many intellectual and developmental disabilities. However, the theoretical mechanisms underpinnings over-selectivity are not understood. Given similarities between over-selectivity and overshadowing, exploring over-selectivity using associative learning paradigms might allow better theoretical understanding of the phenomenon. Three experiments explored over-selectivity using a simultaneous discrimination task with typically developing participants undergoing a cognitively demanding task. Experiment 1 investigated whether stimulus duration effects found within the overshadowing literature also occurred in an over-selectivity paradigm, and demonstrated that greater over-selectivity was observed when stimuli were presented for short durations (2s and 5s) compared to longer durations (10s). Experiment 2 demonstrated that a post-training revaluation procedure resulted in retrospective revaluation for stimuli presented at shorter durations (2s) and mediated extinction for stimuli presented at longer durations (10s). Such results replicate findings from the overshadowing literature that have been interpreted in terms of within-compound associations while also supporting assumptions made by an extended comparator hypothesis. Experiment 3 uses an additional control condition to further demonstrate that the retrospective revaluation is a genuine revaluation effect. Additionally, the experiment provides further evidence for the within-compound association explanation of the results through manipulating the consistency with which elements of a compound were paired during training. Taken together, the findings highlight the necessity to consider the role of within-compound associations in over-selectivity, allowing for a better understanding of over-selectivity effects

Effects of vicarious disgust learning on the development of fear, disgust and attentional biases in children

Fear and disgust are defensive emotions that have evolved to protect us from harm. While fear is thought to elicit an instinctive response to deal with immediate threat, disgust elicits immediate sensory rejection to avoid contamination. One mechanism through which disgust and fear may be linked is via attentional bias towards threat. Attentional bias is a well-established feature of anxiety disorders and is known to increase following vicarious fear learning. However, the contribution of vicarious learning to the development of disgust-related attentional biases is currently unknown. Furthermore, the influence of individual differences in disgust propensity and disgust sensitivity on fear and disgust responses has not been investigated in the context of vicarious learning. Therefore, 53 children aged 7-9 years were randomly assigned to receive either fear vicarious learning or disgust vicarious learning. Children’s fear beliefs, disgust beliefs, avoidance preferences and attentional bias were measured at baseline and post-learning. Findings demonstrated increased fear and disgust responding to stimuli following disgust and fear vicarious learning. Crucially, the study provided the first evidence that disgust vicarious learning can create an attentional bias for threat in children similar to that created via fear vicarious learning. However, there was no relationship between disgust propensity and sensitivity and vicariously acquired increases in fear, disgust and attention. In conclusion, both fear and disgust vicarious learning can create attentional bias, allowing rapid detection of potentially harmful stimuli. This effect could contribute to fear development and is found even in children who are not particularly high in disgust proneness

Adapting brief Behavioural Activation (BA) for adolescent depression: a case example

There is an increasing evidence base for the effectiveness of Behavioural Activation in treating adult depression; however, there has been little investigation of using this approach with adolescents. This article reports on the adaptation of brief Behavioural Activation for Depression (BATD) for adolescents (BATD-A). A case study is reported to illustrate the brief structured approach, treatment response as indicated by routine outcome measures, and the family’s view of the intervention. The adaptations made to the adult BATD manual are discussed including parental input, adapted values and activities, and engagement issues. It is hoped that following further evaluation, BATD-A could be successfully delivered as a low-intensity intervention for depression

Reductions in children's vicariously learnt avoidance and heart rate responses using positive modeling

Recent research has indicated that vicarious learning can lead to increases in children's fear beliefs and avoidance preferences for stimuli and that these fear responses can subsequently be reversed using positive modeling (counterconditioning). The current study investigated children's vicariously acquired avoidance behavior, physiological responses (heart rate), and attentional bias for stimuli and whether these could also be reduced via counterconditioning. Ninety-six (49 boys, 47 girls) 7- to 11-year-olds received vicarious fear learning for novel stimuli and were then randomly assigned to a counterconditioning, extinction, or control group. Fear beliefs and avoidance preferences were measured pre- and post-learning, whereas avoidance behavior, heart rate, and attentional bias were all measured post-learning. Control group children showed increases in fear beliefs and avoidance preferences for animals seen in vicarious fear learning trials. In addition, significantly greater avoidance behavior, heart rate responding, and attentional bias were observed for these animals compared to a control animal. In contrast, vicariously acquired avoidance preferences of children in the counterconditioning group were significantly reduced post-positive modeling, and these children also did not show the heightened heart rate responding to fear-paired animals. Children in the extinction group demonstrated comparable responses to the control group; thus the extinction procedure showed no effect on any fear measures. The findings suggest that counterconditioning with positive modelling can be used as an effective early intervention to reduce the behavioral and physiological effects of vicarious fear learning in childhood

Inhibition of vicariously learned fear in children using positive modeling and prior exposure

One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions—psychoeducation, factual information, or no information (control)—prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions—positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)—before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in childre

Children's sleepiness facilitates the effect of vicarious learning on the development of fear

A substantial body of research demonstrates the importance of sleep for emotional processing and learning, as well as the association between sleep problems and heightened anxiety. However, there is currently no research exploring the impact of sleepiness on vicariously learned fear responses. Experiment 1 (N = 38) first demonstrated no effect of trait or state sleepiness on children’s (aged 7-11 years) subjective ratings of fear. Experiments 2 (N=42) and 3 (N=46) used an established vicarious learning paradigm to demonstrate that trait sleepiness facilitated vicariously acquired avoidance preferences for animals paired with fearful faces (fear-paired animals), while state sleepiness facilitated children’s fear cognitions and attentional bias towards fear-paired animals. This study is the first to demonstrate the role of state and trait sleepiness on moderating vicarious fear learning in children

Aiming higher : the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links : putting the university into school and community

"This report outlines an innovative, effective model of school/higher education (HE) liaison, the Plymouth & Peninsula Model (PPM). The PPM is of major national and international importance. The defining quality of PPM is that it is a genuine partnership, with parity of esteem between HEIs, schools and local authorities (LAs), supported by other major stakeholders. The PPM is based upon firm research evidence, is highly cost effective and could be rolled out nationally to cover geographically all primary and secondary schools and college grouped in consortia" - page iii