Emotional reactions after event learning [Elektronische Ressource] : a rift between implicit and explicit conditioned valence in humans pain relief learning / vorgelegt von Marta Andreatta

Rzxp002

Sujets

• Psychologie

Informations

• Publié par: julius-maximilians-universitat_wurzburg
• Publié le: 01 janvier 2009
• Nombre de lectures: 25
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Emotional Reactions after Event Learning

A Rift between Implicit and Explicit Conditioned Valence in Humans Pain
Relief Learning
Inaugural Dissertation

zur Erlangung der Doktorwürde der Philosophischen Fakultät II
der Julius-Maximilians-Universität Würzburg

vorgelegt von Marta Andreatta

Würzburg, 23. Dezember 2009


Erste Gutachter: Prof. Dr. Paul Pauli
Zweite Gutachter: Prof. Dr. Alessandro Angrilli
Tag des Kolloquiums: 18.06.2010
















„Wo aber Gefahr ist,
wächst das Rettende auch.“

F. Hölderlin
















ACKNOWLEDGEMENTS
This work would have never been possible without help, collaboration and support by many
people.
I would like to thank briefly:

Prof. Dr. Paul Pauli for his support and crucial advice concerning the work. I have learned a
lot from him. And I have felt his constant presence during the GK events really important.
Furthermore, I really enjoyed staying at his department considering that I should have stayed
just for six months and it turned out into three-year time. Sincerely thanks.

Not less important and helpful was Dr. Andreas Mühlberger. Especially, I thank him for
precious advices delivered during these years, for time dedicated for designing my research
and for helping in the analyses.

How can I not thank the two people from whom the idea for my PhD has started? Prof. Dr.
Bertram Gerber and Dr. Ayse Yarali. At the begging, we have really taken a leap into the
unknown trying to transfer the outcomes from fruit flies to humans. However, nowadays that
every thought worked out so well, it is even more satisfactory! Thank you both for the hints.

I want also give a special thank to Prof. Dr. Alessandro Angrilli who boosted me toward the
research. Research that I really like and for which have grown a deep passion.

A particular thank should go to Stefan Schulz. The coffee breaks were fundamental moments
during the working day. I thank him also for letting my ‘Italian temperament’ free and
calming me down to tackle situations more professionally.

It would have been really boring to spend the most of the day (and not only!!) at the
University without my colleagues and the nice staff of the Department! For exchanging
ideas and opinions, for relaxing and funny moments during the movie evenings, the barbecues
in the department garden, thank you all of you!

The experience I had would be much less great without all the colleagues-friends of the GK
people. Despite our different personalities and backgrounds, we have been through so many
events, working together and still having fun. I really enjoyed doing the PhD together with
4 ACKNOWLEDGEMENTS
you all. A special thank to Anne, Saskia, Sarah and Johannes for the funny evenings spent
together.

And the last, but not at all the least, my best friends, Ilka Unsold and Melanie Bauer. Liebe
Ilka und liebe Mel, ohne Eure Freundschaft hätte ich nie geschafft, vier Jahre in Deutschland
zu halten. Ihr wart meine Unterstützung in den schwierigen Momenten, mein Spaß in den
lustigen Momenten und meine wertvollen Lehrerinnen sowohl der Deutschsprache als auch
der Deutschkultur. Herzlichen Dank!

5 CONTENT
Content

Abstract ..................................................................................................................................... 9

Zusammenfassung .................................................................................................................. 11

1. Introduction ................ 14
1.1. Theoretical Context ............................................................................................. 18
1.1.1. The Two-Process Learning Theory (Rescorla, 1967) .................................. 18
1.1.2. The Opponent-Process Theory (Solomon, 1980) ......... 20
1.1.3. The Sometimes Opponent-Process Theory (Wagner, 1981) ........................ 24
1.2. Affective Associative Learning ........................................................................... 24
1.2.1. Fear Conditioning ........................ 25
1.2.2. Appetitive Conditioning ............... 28
1.2.3. Event Timing ................................................................................................ 30
1.3. Neural Correlates of Associative Learning ....................... 34
1.3.1. Neural Correlates of Fear Conditioning ..................................................... 34
1.3.2. Neural Correlates of Appetitive Conditioning ............. 40
1.3.3. Neural Projections of the Defensive and Appetitive Systems ...................... 45
1.4. Goal and Hypothesis ........................................................................................... 46

2. The Modulation of the Startle Response Induced by Event Learning .................. 48
2.1. Forward and Backward Delay Conditioning (Experiment 1) ............................ 53
2.1.1. Method ........................................................................................................ 53
2.1.1.1. Participants ............... 53
2.1.1.2. Stimulus Material ...... 53
2.1.1.3. Procedure .................................................................................. 54
2.1.1.4. Physiological Recording and Data Reduction .......................... 55
2.1.1.5. Data Analysis ............ 55
2.1.2. Results ......................................................................................................... 57
2.1.2.1. Subjective Ratings ..... 57
2.1.2.2. Startle Amplitude ....... 58
2.1.2.3. Contingency Awareness of the CS-US Association ................... 58
2.1.3. Discussion .................................................................................................... 60

6 CONTENT
2.2. Forward and Backward Conditioning, Delay vs. Trace (Experiment 2) ........... 62
2.2.1. Method ........................................................................................................ 63
2.2.1.1. Participants ............... 63
2.2.1.2. Procedure .................................................................................. 63
2.2.1.3. Data Analysis ............ 63
2.2.2. Results ......................................................................................................... 64
2.2.2.1. Subjective Ratings ..... 64
2.2.2.2. Startle Amplitude ....... 65
2.2.2.3. Contingency Awareness of the CS-US Association ................... 66
2.2.3. Discussion .................................................................................................... 66
2.3. General Discussion .. 69

3. The Neural Circuits Underlying Event Learning .................................................... 73
3.1. Method ................................................................ 77
3.1.1. Participants .................................................................. 77
3.1.2. Stimulus Material ......................... 77
3.1.3. Procedure ..................................... 77
3.1.4. Magnetic Image Resonance ......................................................................... 78
3.1.5. Image Preprocessing and Statistical Analysis ............. 79
3.2. Result ...................................................................................................................... 81
3.2.1. Subjective Ratings ........................ 81
3.2.2. Functional Neuroimaging ............................................................................ 82
3.2.3. Contingency Awareness of CS-US Association ........... 85
3.3. Discussion ............................................... 85

4. The Attentional Processes Underlying Event Learning .......................................... 89
4.1. Method .................................................................................... 92
4.1.1. Participants ........................................................... 92
4.1.2. Stimulus Material .................. 92
4.1.3. Procedure .............................................................. 93
4.1.4. Physiological Recording and Data Reduction ...................................... 94
4.1.5. Data Analysis ........................................................ 95
4.2. Results ..................................................................................... 96
4.2.1. Subjective Ratings ................ 96
7 CONTENT
4.2.2. Contingency Awareness of CS-US Association .................................... 97
4.2.3. Steady-State Visual Evoked Potentials ................. 98
4.3. Discussion ............................................................................................................. 100

5. General Discussion ................................................................................................... 103
5.1. Outlook ............... 109

6. Glossary ..................................................................................................................... 114

7. Reference ................... 117

8.