) 华南师范大学心理学院, 华南师范大学心理应用研究中心, 广东省心理健康与认知科学重点实验室, 广州 510631
收稿日期:2017-08-14出版日期:2018-07-15发布日期:2018-05-29基金资助:* 国家自然科学基金项目(31771218);国家社会科学基金重大项目(14ZDB259);幸福广州心理服务与辅导基地资助Effects of prediction error on post-retrieval extinction of fear to compound stimuli
CHEN Wei, LI Junjiao, CAOYANG Jingwen, YANG Yong, Hu Yanjian, ZHENG Xifu() School of Psychology, South China Normal University, Center for Studies of Psychological Application, South China Normal University, Guangdong Key Laboratory of Mental Health and Cognitive Science, Guangzhou 510631, China
Received:2017-08-14Online:2018-07-15Published:2018-05-29摘要/Abstract
摘要： 基于记忆再巩固理论的提取消退范式被证明是一种有效和颇有前景的消除不良记忆的方法。本研究将预期错误(Prediction Error, PE)应用于提取消退范式中, 采用多感官复合刺激模型(声音 + 图片)作为条件刺激, 以皮电反应作为恐惧反应指标, 考察在提取阶段不同的预期错误设置(无PE、单个负性PE、单个正性PE和多重PE)对条件性恐惧记忆提取消退效果有何差异。结果表明：无PE组和多重PE组出现了恐惧的自发恢复和重建效应, 而负性PE组和正性PE组均没有出现恐惧的自发恢复和重建效应。说明了在对复合恐惧记忆进行提取消退时, 提取阶段适当的PE才能使记忆进入再巩固过程, 随后传统消退达到抑制恐惧返回效果, 提取阶段没有PE或PE量过多都不能达到恐惧消退效果。
图/表 8
图1实验流程示意图 注：声音直接播放, 没有呈现在电脑屏幕上。黄色闪电符号代表电击(下同)。彩图见电子版, 下同
图1实验流程示意图 注：声音直接播放, 没有呈现在电脑屏幕上。黄色闪电符号代表电击(下同)。彩图见电子版, 下同
图2实验条件设置图 注：习得仅呈现CS+的安排规律, 未呈现CS-(CS-为随机出现)
图2实验条件设置图 注：习得仅呈现CS+的安排规律, 未呈现CS-(CS-为随机出现)表1实验设计
| 第一天 | 第二天 | 第三天 | ||||||
|---|---|---|---|---|---|---|---|---|
| 习得3 CS+US | 无PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 单个负性PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 单个正性PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 多重PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- |
表1实验设计
| 第一天 | 第二天 | 第三天 | ||||||
|---|---|---|---|---|---|---|---|---|
| 习得3 CS+US | 无PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 单个负性PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 单个正性PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- | |||||
| 习得 3 CS+US | 多重PE提取 | 10 min | 消退训练 | 自发恢复测试 | 1 min | 4US | 5 min | 重建测试 |
| 3 CS+ | 10 CS+消退 | 8 CS+ | 7 CS+ | |||||
| 6 CS- | 10 CS-消退 | 8 CS- | 7 CS- |
图3习得、消退阶段各组皮电值的变化 注：横坐标A代表习得阶段(Acquisition), E代表消退阶段(Extinction), 数字代表该阶段的试次。
图3习得、消退阶段各组皮电值的变化 注：横坐标A代表习得阶段(Acquisition), E代表消退阶段(Extinction), 数字代表该阶段的试次。
图4再消退阶段各组皮电SCR值的变化
图4再消退阶段各组皮电SCR值的变化
图5各组自发恢复测试(SCR差值) 注：自发恢复量(SCR差值)=再消退第一个试次SCR值—消退最后一个试次SCR值(Schiller et al., 2010)
图5各组自发恢复测试(SCR差值) 注：自发恢复量(SCR差值)=再消退第一个试次SCR值—消退最后一个试次SCR值(Schiller et al., 2010)
图6重建后各组皮电SCR值的变化
图6重建后各组皮电SCR值的变化
图7各组重建测试(SCR差值) 注：重建测试(SCR差值)=重建后第一个试次SCR值—再消退最后一个试次SCR值(Schiller et al., 2010)
图7各组重建测试(SCR差值) 注：重建测试(SCR差值)=重建后第一个试次SCR值—再消退最后一个试次SCR值(Schiller et al., 2010)参考文献 35
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