scholarly journals An intra-amygdala circuit specifically regulates social fear learning

2017 ◽  
Vol 20 (3) ◽  
pp. 459-469 ◽  
Author(s):  
Robert C Twining ◽  
Jaime E Vantrease ◽  
Skyelar Love ◽  
Mallika Padival ◽  
J Amiel Rosenkranz
Keyword(s):  
Fear Learning ◽  
Social Fear ◽  
Social Fear Learning

Immunization against social fear learning.

2016 ◽  
Vol 145 (6) ◽  
pp. 665-671 ◽  
Author(s):  
Armita Golkar ◽  
Andreas Olsson
Keyword(s):  
Fear Learning ◽  
Social Fear ◽  
Social Fear Learning

scholarly journals Neural correlates of biased social fear learning and interaction in an intergroup context

NeuroImage ◽  
2015 ◽  
Vol 121 ◽  
pp. 171-183 ◽  
Author(s):  
Tanaz Molapour ◽  
Armita Golkar ◽  
Carlos David Navarrete ◽  
Jan Haaker ◽  
Andreas Olsson
Keyword(s):  
Neural Correlates ◽  
Fear Learning ◽  
Social Fear ◽  
Social Fear Learning

A common neural network differentially mediates direct and social fear learning

NeuroImage ◽  
2018 ◽  
Vol 167 ◽  
pp. 121-129 ◽  
Author(s):  
Björn Lindström ◽  
Jan Haaker ◽  
Andreas Olsson
Keyword(s):  
Neural Network ◽  
Fear Learning ◽  
Social Fear ◽  
Social Fear Learning

scholarly journals Enhanced social learning of threat in adults with autism

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Lisa Espinosa ◽  
Johan Lundin Kleberg ◽  
Björn Hofvander ◽  
Steve Berggren ◽  
Sven Bölte ◽  
...  
Keyword(s):  
Social Cognition ◽  
Social Learning ◽  
Visual Attention ◽  
Skin Conductance ◽  
Autism Spectrum ◽  
Small Sample ◽  
Intellectual Ability ◽  
Fear Learning ◽  
Social Fear ◽  
Social Fear Learning

Abstract Background Recent theories have linked autism to challenges in prediction learning and social cognition. It is unknown, however, how autism affects learning about threats from others “demonstrators” through observation, which contains predictive learning based on social information. The aims of this study are therefore to investigate social fear learning in individual with autism spectrum disorder (ASD) and to examine whether typically developing social cognition is necessary for successful observational learning. Methods Adults with ASD (n = 23) and neurotypical controls (n = 25) completed a social fear learning (SFL) procedure in which participants watched a “demonstrator” receiving electrical shocks in conjunction with a previously neutral conditioned stimulus (CS+), but never with a safe control stimulus (CS−). Skin conductance was used to measure autonomic responses of learned threat responses to the CS+ versus CS−. Visual attention was measured during learning using eye tracking. To establish a non-social learning baseline, each participant also underwent a test of Pavlovian conditioning. Results During learning, individuals with ASD attended less to the demonstrator’s face, and when later tested, displayed stronger observational, but not Pavlovian, autonomic indices of learning (skin conductance) compared to controls. In controls, both higher levels of attention to the demonstrator’s face and trait empathy predicted diminished expressions of learning during test. Limitations The relatively small sample size of this study and the typical IQ range of the ASD group limit the generalizability of our findings to individuals with ASD in the average intellectual ability range. Conclusions The enhanced social threat learning in individuals with ASD may be linked to difficulties using visual attention and mental state attributions to downregulate their emotion.

scholarly journals Schizotypal personality traits and the social learning of fear

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Antonio González-Rodríguez ◽  
Ángel García-Pérez ◽  
Marta Godoy-Giménez ◽  
Isabel Carmona ◽  
Ángeles F. Estévez ◽  
...  
Keyword(s):  
Conditioned Stimulus ◽  
Personality Traits ◽  
Undergraduate Students ◽  
Conditioned Fear ◽  
Fear Learning ◽  
Perceptual Factor ◽  
Schizotypal Personality ◽  
Whole Process ◽  
Social Fear ◽  
Social Fear Learning

AbstractSchizotypy can be defined as a combination of traits qualitatively similar to those found in schizophrenia, but milder in their expression, that can be found in clinical and non-clinical populations. In this research, we explore, to our knowledge, for the first time, whether schizotypal personality traits may affect the acquisition of conditioned fear by social means only. Apart from being an essential capacity to ensure learning in safe environments, social fear learning shares important characteristics with direct fear acquisition, which also makes it a great candidate for developing successful extinction procedures. Undergraduate students (n = 72) performed a task of social fear learning. In this task, participants watched a video of a person that simulated to receive electric shocks (unconditioned stimulus; US) paired with a coloured square (conditioned stimulus plus; CS+), while another coloured square was never paired (conditioned stimulus minus; CS−) with the shock. After that, they were presented with a similar sequence of coloured screens. Their Skin Conductance Responses (SCRs) were registered during the whole process. Once they finished, they completed the Schizotypal Personality Questionnaire (SPQ). Our results revealed that participants with a low score in the Cognitive-Perceptual factor of the SPQ exhibited higher SCRs when they saw the US than when they saw the CS− (all ps < 0.01) during the learning phase. Nevertheless, those with higher scores did not present any difference in their SCRs toward both stimuli (all ps > 0.05), a pattern that has been similarly found in schizophrenia. During the final trials of the test phase, participants with the highest scores in the Disorganized factor were the only ones that maintained a higher SCR towards the CS+ than towards the CS− (p = 0.006), which could be associated with an impairment in their extinction processes.

Sign in / Sign up

Export Citation Format

Share Document