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Fear over-generalization as a core symptom of anxiety disorders is manifested by fear responses even to safe stimuli that are very dissimilar to the original dangerous stimulus. The present study investigated the effects of two separate conditioned stimuli-unconditioned stimuli (CS-US) pairing procedures on fear acquisition and generalization using a perceptual discrimination fear-conditioning paradigm, with US expectancy ratings and skin conductance response (SCR) as indicators. One group accepted continuous followed by partial CS-US pairings (C-P group); the other group accepted partial followed by continuous CS-US pairings (P-C group). It was found that compared to the P-C group, the C-P group showed stronger perceptual discrimination of CS+ and CS- in the fear acquisition and showed weaker SCRs and stronger extinction of US expectancy in the generalization. These findings emphasize that CS-US pairings significantly influence fear acquisition and generalization and suggest that continuous-following partial CS-US pairings promote individual discrimination of threat and safety signals and inhibit the generalization of conditioned fear. The results of this study have implications for clinical interventions for patients experiencing negative events.
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http://dx.doi.org/10.3390/bs14080630 | DOI Listing |
bioRxiv
July 2025
Department of Psychology, University of Florida, Gainesville, Florida.
Aversive conditioning produces selectively heightened visuocortical responses to conditioned stimuli stimulus (CS) that predict aversive unconditioned events (US). However, it is unclear whether similar neural signatures emerge as a consequence of mere association formation between a CS-US pair, i.e.
View Article and Find Full Text PDFJ Neurosci
September 2025
Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa 52242
Cerebellum (CB) interactions with forebrain systems contribute to learning cognitive and motor tasks, but the nature of these interactions is unknown. Trace eyeblink conditioning (EBC) is an excellent associative learning paradigm for examining interactions between forebrain systems and CB. The anterior cingulate cortex (ACC), central amygdala (AM), and CB are essential for trace EBC, and we previously recorded changes in neuronal activity in these areas during learning with paired presentations of the conditional stimulus (CS) and unconditional stimulus (US).
View Article and Find Full Text PDFInt J Psychophysiol
September 2025
Institute of Medical Psychology and Behavioural Neurobiology, University of Tübingen, Germany.
The comparison of physiological mechanisms underlying appetitive and aversive conditioning is often challenging due to the involvement of stimuli from different modalities with potentially disparate effective mechanisms (e.g., pain stimuli versus monetary rewards).
View Article and Find Full Text PDFCognition
October 2025
Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University), Ministry of Education, Guangzhou 510631, China; School of Psychology, South China Normal University, Guangzhou 510631, China; Center for Studies of Psychological Application, South China Normal University, Gua
The retrieval-extinction paradigm based on memory reconsolidation has been proposed as a non-invasive approach to attenuating fear, though its effectiveness remains debated due to inconsistent findings in the literature. Current research suggests that qualitative prediction error ("PE") serves as a key boundary condition for determining whether a memory can undergo reconsolidation. However, these findings are based on qualitative (type and number) analysis, highlighting the need for further quantitative investigation.
View Article and Find Full Text PDFNeurobiol Learn Mem
May 2025
The University of Sydney, Australia. Electronic address:
Pavlovian conditioning is a fundamental learning process that allows animals to anticipate and respond to significant environmental events. This review examines the key properties of the relationship between the conditioned stimulus (CS) and unconditioned stimulus (US) that influence learning, focussing on the temporal proximity of the CS and US, the spacing of trials (pairings of the CS and US), and the contingency between the CS and US. These properties have been touchstones for models of associative learning.
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