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儿童焦虑障碍中的巴甫洛夫式学习过程:批判性评价。

Pavlovian Learning Processes in Pediatric Anxiety Disorders: A Critical Review.

机构信息

Department of Psychology, University of California, Los Angeles, Los Angeles, California.

Department of Psychology, University of California, Los Angeles, Los Angeles, California; Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, California.

出版信息

Biol Psychiatry. 2021 Apr 1;89(7):690-696. doi: 10.1016/j.biopsych.2020.09.008. Epub 2020 Sep 12.

Abstract

Deficits in associative and Pavlovian learning are thought to lie at the center of anxiety-related disorders. However, the majority of studies have been carried out in adult populations. The aim of this review was to critically examine the behavioral and neuroimaging literature on Pavlovian learning in pediatric anxiety disorders. We conclude that although there is evidence for deficits in Pavlovian processes (e.g., heightened reactivity to safety cues in anxious samples), the extant literature suffers from key methodological and theoretical issues. We conclude with theoretical and methodological recommendations for future research in order to further elucidate the role of Pavlovian learning in the etiology, maintenance, and treatment of pediatric anxiety disorders.

摘要

关联学习和巴甫洛夫学习缺陷被认为是焦虑相关障碍的核心。然而,大多数研究都是在成年人群中进行的。本综述的目的是批判性地检查儿童焦虑障碍的巴甫洛夫学习的行为和神经影像学文献。我们的结论是,尽管有证据表明巴甫洛夫过程存在缺陷(例如,焦虑样本对安全线索的反应增强),但现有文献存在关键的方法学和理论问题。我们最后提出了理论和方法学建议,以供未来的研究进一步阐明巴甫洛夫学习在儿童焦虑障碍的病因、维持和治疗中的作用。

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