Conditioning experiences in spider phobics.

Using the Phobic Origin Questionnaire (Ost, L. G. & Hugdahl, K. Behaviour Research and Therapy, 19, 439-477, 1981), the present study examined the extent to which severe spider phobics (N = 42) attributed their phobia to conditioning experiences, modeling experiences and/or informational learning experiences. Modeling was most often reported (71%), followed by conditioning (57%), and informational learning experiences (45%). It was also found that patients with a conditioning background reported less extreme cognitive symptoms when confronted with the phobic stimulus than patients with an indirect mode of acquisition (modeling and/or informational learning).     

Covariation detection in treated and untreated spider phobics.

Twenty treated and 18 untreated spider phobics were exposed to a series of 72 slides. Three different categories of slides were used: phobia-relevant slides (spiders), alternative fear-relevant slides (weapons), and neutral slides (flowers). Slides were randomly paired with either a shock, a tone, or nothing at all. Despite the absence of a systematic correlation between slides and outcomes, untreated phobics strongly overestimated the covariation between spider slides and shock. Treated phobics did not show a covariation bias, suggesting that such bias can be modulated by behavioral treatment. In addition, untreated subjects were more confident about their contingency estimates than were treated subjects. The present results fit with earlier studies.     

Recall bias for stimulus and response anxiety words in spider phobics

Abstract

Experiments on memory bias in patients with anxiety disorders have produced inconsistent results. It is suggested that results may depend on whether the words studied relate to anxiety-inducing stimulus features or to the anxiety response. It was predicted, following previous results, that phobic subjects would show diminished recall of stimulus words, but that recall of response words might be enhanced. In fact, for both stimulus and response words, phobics showed better recall of phobia-related words than of control words. The results are consistent with the hypothesis that phobic anxiety is associated with a bias towards recall of phobia-related words. However, it seems likely that phobic anxiety has several potentially conflicting effects on recall, and that this accounts for the inconsistent results in literature.     

UCS expectancy biases in spider phobics: underestimation of aversive consequences following fear-irrelevant stimuli

This paper reports the results of two studies investigating judgements made by spider phobics about the potential threatening consequences (unconditioned stimulus, UCS, expectancies) associated with their phobic stimulus, fear-relevant (FR) stimuli, and fear-irrelevant (FI) stimuli. Using a 'thought experiment' UCS expectancy paradigm, the studies reported found that (1) spider phobics reported significantly higher UCS expectancies to spider stimuli than nonphobics, (2) spider phobics consistently underestimated the probability of aversive consequences following FI stimuli and (3) this underestimation of UCS expectancies to FI stimuli in phobics was not the result of a contrast effect resulting from sequential FR and FI judgements. This differential effect may have important implications for the kind of mechanism which mediates judgements about phobic consequences. These findings suggest that the dimensions on which phobic stimuli are categorised may be 'stretched' in the case of phobics and that this gives rise to the comparative underestimation of threat associated with FI stimuli but also makes phobics more vulnerable to acquiring other phobias.     

Covariation bias and electrodermal responding in spider phobics before and after behavioural treatment

The present study investigated whether a covariation bias is present in severe spider phobics and whether such bias is modified by successful treatment. In addition, this study sought to examine whether a covariation bias is linked to differential autonomic responding. Subjects were 20 untreated phobics, 19 treated phobics, and 18 no-fear controls. Subjects were exposed to a series of 72 slides comprising three categories: spiders (fear-relevant), mushrooms, and flowers. At slide offset one of three possible outcomes occurred: a shock, a tone, or nothing at all. All slide-outcome combinations occurred equally frequent. The results show that an equally strong covariation bias is present in severe spider phobics, in successfully treated phobics, and in no-fear controls. Thus, the present data only partially sustain earlier findings of Tomarken, A. J., Mineka, S. & Cook, M. (1989) (Journal of Abnormal Psychology, 98, 381-394). The covariation bias appeared to be mimicked by differentially heightened autonomic responding. The current data suggest that both the covariation bias and the heightened physiological responding reflect a "beloningness" between spider slides and aversive outcome.     

The role of personality and learning experiences in social cognitive career theory

We sought to extend the empirical literature on Social Cognitive Career Theory (SCCT) by testing (a) the posited indirect effect of personality on interests through learning experiences and sociocognitive mechanisms, and (b) hypotheses that self-efficacy percepts and outcome expectations derive from corresponding career-relevant learning experiences. Participants (327 college students) completed a measure of the Big Five personality factors and measures of learning experiences, self-efficacy, outcome expectations, and interests corresponding to each of Holland’s (1997) six RIASEC themes. Results of path analyses indicated that personality’s relation to interests was mediated via learning experiences and sociocognitive mechanisms; however, the extent of that mediation varied considerably across the different personality-interest relations. Findings also indicated strong support, across Holland themes, for SCCT’s hypothesized relations of learning experiences to self-efficacy and outcome expectations; however, for five of the six Holland themes, the relation between learning experiences and outcome expectations was at least partially mediated through self-efficacy.     

A comparison of repeated exposure to fearful and disgusting stimuli among spider phobics

This study examined the role of fear and disgust in repeated exposure among spider phobics. Thirty spider phobics were randomly assigned to one of two experimental groups. Both groups completed measures of fear and disgust and performed two initial standardized Behavioral Avoidance Tests (BATs; one with a fear stimulus – live tarantula, and one with a disgust stimulus – dead rat). One group was then repeatedly exposed to the tarantula and the other to the dead rat. Results of the study indicated that exposure to either the disgust stimulus or the live tarantula was associated with significant decreases in fear, avoidance, and disgust. However, it was found that repeated exposure to the fear stimulus produced a greater decrease in avoidance behavior. Results suggest that both types of exposure can be effective in alleviating associated symptoms and provide additional evidence that disgust sensitivity plays a role in the treatment of spider phobia. Copyright © 2010 John Wiley & Sons, Ltd.     

Encoding-imagery specificity in alcohol state-dependent learning.

A free-recall procedure demonstrated state-dependent learning using alcohol. Tests of long-term memory showed that both high- and low-imagery words were less likely to be recalled if stored while intoxicated rather than under sober conditions. However, information encoded and stored while intoxicated was more effectively retrieved when later tests of recall were performed while intoxicated, as compared to recall accomplished in the sober state. This dissociative recall effect was far more robust with low-imagery than with high-imagery words.     

The causal role of self-awareness in blushing-anxious,socially-anxious and social phobics individuals

This study examined the effect of attentional focus on social anxiety in three groups of subjects: high versus low blushing-anxious participants (n=48); high versus low socially anxious participants (n=60); and social phobic patients compared to patients with other anxiety disorders (n=48). Participants were asked to imagine two series of social situations, in which the hero was in the centre of others' attention. In the first series of stories, the type of feedback from the audience (positive, negative and neutral) and the direction of attention of the hero (self- versus task-focused) were manipulated, and in the second series of stories, the presence or absence of blushing and the direction of attention of the hero were manipulated. In line with the expectations, self-focused attention (SFA) led to more social anxiety than task-focused attention (TFA) in all the three experiments, and high blushing-anxious, socially anxious, and social phobic groups reported higher levels of self-awareness than their low-anxious comparison groups. No evidence was found for the idea that self-focusing is specifically detrimental for participants who are already socially anxious, blushing-anxious, or socially phobic. Also, attentional focus did not interact with the valence of social feedback. Finally, results provided some support for the hypothesis that fear of blushing is mediated by self-focusing. The results suggest that irrespective of trait social anxiety, and irrespective of the outcome of a social situation (positive, neutral or negative), SFA increases state social anxiety, or TFA decreases state social anxiety.     

The role of perfectionism in cognitive behaviour therapy outcomes for clinically anxious children

The main aim of this study was to determine whether pre-treatment levels of child perfectionism impacted on anxiety treatment outcomes for school-aged children. In addition, it was investigated whether child perfectionism decreased following treatment for anxiety. Participants were sixty-seven clinically anxious children aged 6–13 years (female = 34; majority Caucasian) who were enrolled in a group-based cognitive behaviour therapy program, and their parents. They completed self-report questionnaires on anxiety and depressive symptoms and were administered a diagnostic interview to determine the type and clinician rated severity of anxiety and related disorders pre- and post-treatment and at 6-month follow-up. Self- and parent-rated perfectionism were also measured pre-treatment, while a subset of children completed perfectionism measures post-treatment as well. Self-Oriented Perfectionism, but not Socially Prescribed Perfectionism, predicted poorer self-reported treatment outcome (higher levels of anxiety symptoms) immediately following treatment and at 6-month follow-up when using a multi-informant approach. Additionally, both Self-Oriented and Socially Prescribed child perfectionism significantly reduced immediately following treatment. Despite reductions in child perfectionism following anxiety treatment, higher Self-Oriented Perfectionism may impact negatively on child anxiety treatment outcome.     

The role of optimism in the process of schema-focused cognitive therapy of personality problems

The aim of this study was to examine the determinants and effects of optimism in the process of schema-focused cognitive therapy of personality problems. The sample consisted of 35 patients with panic disorder and/or agoraphobia and DSM-IV Cluster C personality traits who participated in an 11-week residential program with one symptom-focused and one personality-focused phase. This study examines the role played by optimism during the individual sessions of the second phase, using a time series approach. Decreased patient's belief in his/her primary Early Maladaptive Schema and increased patient-experienced empathy from the therapist in a session predicted increased patient-rated optimism before the subsequent session. Increased patient-rated optimism in turn predicted decreased schema belief and distress and increased insight, empathy, and therapist-rated optimism. The slope of optimism across sessions was related to change in most of the overall outcome measures. There appears to be a positive feedback in the process of schema-focused cognitive therapy between decreased schema belief and increased optimism. In addition, optimism appears to mediate the effects of schema belief and therapist empathy on overall improvement, and to serve as an antecedent to decreased distress and to increased empathy, insight, and therapist's optimism.     

The role of sleep-related beliefs to improvement in early cognitive behavioral therapy for insomnia

The aim of this investigation was to examine whether sleep-related beliefs, and reductions in such beliefs and attitudes, were related to clinical improvements in sleep and daytime symptoms after cognitive behavioral therapy (CBT). In total, 64 patients with a short history of insomnia (3-12 months) who had participated in a randomized controlled trial with a 1-year follow-up and received CBT were included. With stepwise multiple regression analyses, sleep-related beliefs were linked to clinical improvements in sleep (five outcomes) and daytime symptoms (seven outcomes). Results indicated that sleep-related beliefs played a small predictive role in clinical improvements in sleep and daytime symptoms after CBT group treatment. Sleep-related beliefs were predictive of treatment response only with regard to sleep efficiency and sleepiness. Reductions in sleep-related beliefs were, however, differently related to improvements in sleep and daytime symptoms. Reductions in such beliefs were consistently linked to improvements in daytime symptoms (7-14% of the variance) but not to sleep improvements (except for sleep quality). In all, this might suggest that sleep-related beliefs play a slightly different role in insomnia than previously envisioned.     

The role of necessity in cognitive development

There seem to be two kinds of nonconservers—those who think their response might change on another occasion and those who think their response would always be the same. After training in conservation, the former (called nonconservers without necessity) show no detectable gains in conservation, while the latter (called nonconservers with necessity), surprisingly, show significant gains in conservation.In the present study, nonconservers with necessity were more likely than the nonconservers without necessity to think the classic conservation arguments (e.g., identity, negation, and compensation) were good and correct reasons and that the typical nonconservation reasons were poor and wrong.In sum, the nonconservers who can support their conclusions with the deductive force of necessity, even though they are wrong in their conclusion, appear to be more developmentally advanced than other nonconservers who do not offer necessity as part of the justification for their nonconservation conclusion.     

One-session cognitive treatment of dental phobia: preparing dental phobics for treatment by restructuring negative cognitions

The purpose of this study was to investigate the effectiveness of a single session of cognitive restructuring in a sample of phobic dental patients. Fifty-two patients were randomly assigned to one of three conditions: cognitive restructuring (modification of negative cognitions), provision of information (about oral health and dental treatment), and a waiting list control condition. Both interventions maximally lasted one hour. In comparison with the waiting list control condition and the information intervention condition, the cognitive intervention condition not only showed a large decrease in frequency and believability of negative cognitions, but also exhibited a clear decline in dental trait anxiety. Analysis at a follow-up of one year demonstrated a further, drastic reduction in dental anxiety in both intervention conditions, wherein the difference among these conditions was not maintained. It is concluded that it is possible to obtain substantial reductions of dental trait anxiety through a single session of cognitive restructuring. Nevertheless, repeated exposure to the dental situation seems necessary for a further reduction of anxiety.     

Dynamic testing of learning potential in adults with cognitive impairments: A systematic review of methodology and predictive value

Dynamic testing includes procedures that examine the effects of brief training on test performance where pre‐ to post‐training change reflects patients’ learning potential. The objective of this systematic review was to provide clinicians and researchers insight into the concept and methodology of dynamic testing and to explore its predictive validity in adult patients with cognitive impairments. The following electronic databases were searched: PubMed, PsychINFO, and Embase/Medline. Of 1141 potentially relevant articles, 24 studies met the inclusion criteria. The mean methodological quality score was 4.6 of 8. Eleven different dynamic tests were used. The majority of studies used dynamic versions of the Wisconsin Card Sorting Test. The training mostly consisted of a combination of performance feedback, reinforcement, expanded instruction, or strategy training. Learning potential was quantified using numerical (post‐test score, difference score, gain score, regression residuals) and categorical (groups) indices. In five of six longitudinal studies, learning potential significantly predicted rehabilitation outcome. Three of four studies supported the added value of dynamic testing over conventional testing in predicting rehabilitation outcome. This review provides preliminary support that dynamic tests can provide a valuable addition to conventional tests to assess patients’ abilities. Although promising, there was a large variability in methods used for dynamic testing and, therefore, it remains unclear which dynamic testing methods are most appropriate for patients with cognitive impairments. More research is warranted to further evaluate and refine dynamic testing methodology and to further elucidate its predictive validity concerning rehabilitation outcomes relative to other cognitive and functional status indices.