Avoiding a feared stimulus: Modelling costly avoidance of learnt fear in a sensory preconditioning paradigm

Ewww-Investigating the neural basis of disgust in response to naturalistic and pictorial nauseating stimuli

Emotion induction in psychological and neuroscientific research has been mostly done by presenting participants with picture or film material. However, it is debatable whether this passive approach to emotion induction results in an affective state comparable to real-life emotions, and if the neural correlates of emotion processing are ecologically valid. To investigate the appropriateness of pictures for the induction of emotions, we presented 56 participants in a within-subjects design with naturalistic disgusting and neutral stimuli as well as with pictures of said stimulus material while recording continuous EEG data. We calculated asymmetry indices (AIs) for alpha power as an index of emotion processing and emotion regulation at the F3/4, F5/6, F7/8, and O1/2 electrode pairs. Participants reported higher disgust ratings for disgusting naturalistic compared to disgusting pictorial stimuli. Investigating changes in the EEG signal in participants with a pronounced disgust response (n = 38), we found smaller AIs for naturalistic stimuli compared to pictures. Moreover, in this disgusted sub-sample, there were smaller AIs in response to naturalistic disgusting stimuli compared to pictorial disgusting and neutral stimuli at the O1/2 electrode pair indicating stronger activation of the right relative to the left hemisphere by naturalistic stimuli. As the right hemisphere has been shown to display dominance in processing negative and withdrawal-associated emotions, this might indicate that naturalistic stimuli are more appropriate for the induction of emotions than picture stimuli. To improve the validity of results from emotion induction, future research should incorporate stimulus material that is as naturalistic as possible.

Threat learning impairs subsequent associative inference

Despite it being widely acknowledged that the most important function of memory is to facilitate the prediction of significant events in a complex world, no studies to date have investigated how our ability to infer associations across distinct but overlapping experiences is affected by the inclusion of threat memories. To address this question, participants (n = 35) encoded neutral predictive associations (A → B). The following day these memories were reactivated by pairing B with a new aversive or neutral outcome (B → C_{THREAT/NEUTRAL}) while pupil dilation was measured as an index of emotional arousal. Then, again 1 day later, the accuracy of indirect associations (A → C?) was tested. Associative inferences involving a threat learning memory were impaired whereas the initial memories were retroactively strengthened, but these effects were not moderated by pupil dilation at encoding. These results imply that a healthy memory system may compartmentalize episodic information of threat, and so hinders its recall when cued only indirectly. Malfunctioning of this process may cause maladaptive linkage of negative events to distant and benign memories, and thereby contribute to the development of clinical intrusions and anxiety.

Spontaneous instrumental avoidance learning in social contexts

Adaptation to our social environment requires learning how to avoid potentially harmful situations, such as encounters with aggressive individuals. Threatening facial expressions can evoke automatic stimulus-driven reactions, but whether their aversive motivational value suffices to drive instrumental active avoidance remains unclear. When asked to freely choose between different action alternatives, participants spontaneously-without instruction or monetary reward-developed a preference for choices that maximized the probability of avoiding angry individuals (sitting away from them in a waiting room). Most participants showed clear behavioral signs of instrumental learning, even in the absence of an explicit avoidance strategy. Inter-individual variability in learning depended on participants' subjective evaluations and sensitivity to threat approach feedback. Counterfactual learning best accounted for avoidance behaviors, especially in participants who developed an explicit avoidance strategy. Our results demonstrate that implicit defensive behaviors in social contexts are likely the product of several learning processes, including instrumental learning.

Understanding Associative Learning Through Higher-Order Conditioning

Associative learning is often considered to require the physical presence of stimuli in the environment in order for them to be linked. This, however, is not a necessary condition for learning. Indeed, associative relationships can form between events that are never directly paired. That is, associative learning can occur by integrating information across different phases of training. Higher-order conditioning provides evidence for such learning through two deceptively similar designs – sensory preconditioning and second-order conditioning. In this review, we detail the procedures and factors that influence learning in these designs, describe the associative relationships that can be acquired, and argue for the importance of this knowledge in studying brain function.