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Author's Accepted Manuscript
Extinction of aversive eliciting functions as ananalog of exposure to conditioned fear: Does
it alter avoidance responding?
Carmen Luciano, Sonsoles Valdivia-Salas,Francisco J. Ruiz, Miguel Rodrguez-Valverde,Dermot Barnes-Holmes, Michael J. Dougher,Francisco Cabello, Vanessa Snchez, YvonneBarnes-Holmes, Olga Gutierrez
PII: S2212-1447(13)00011-2DOI: http://dx.doi.org/10.1016/j.jcbs.2013.05.001Reference: JCBS18
To appear in: Journal of Contextual Behavioral Science
Received date: 17 January 2012Revised date: 10 April 2013Accepted date: 1 May 2013
Cite this article as: Carmen Luciano, Sonsoles Valdivia-Salas, Francisco J. Ruiz,Miguel Rodrguez-Valverde, Dermot Barnes-Holmes, Michael J. Dougher,Francisco Cabello, Vanessa Snchez, Yvonne Barnes-Holmes, Olga Gutierrez,Extinction of aversive eliciting functions as an analog of exposure toconditioned fear: Does it alter avoidance responding?, Journal of ContextualBehavioral Science, http://dx.doi.org/10.1016/j.jcbs.2013.05.001
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Extinction of aversive eliciting functions as an analog of exposure to
conditioned fear: Does it alter avoidance responding?
Carmen Luciano (1), Sonsoles Valdivia-Salas (1), Francisco J. Ruiz (1)
Miguel Rodrguez-Valverde (2), Dermot Barnes-Holmes (3), Michael J. Dougher (4),
Francisco Cabello (5), Vanessa Snchez (1), Yvonne Barnes-Holmes (3), & Olga
Gutierrez (6).
(1) Universidad de Almera
(2) Universidad de Jan
(3) National University of Ireland
(4) University of New Mexico
(5) Universidad de Murcia
(6) Universidad de Barcelona
Running head: Altering avoidance responding
Address corresponding to: Carmen Luciano, Ph.D., Ed. A. Facultad Psicologa,
Universidad Almera, 04120 Almera, Spain. Email: [email protected] Phone: 34-950-
015260
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Running head: Altering avoidance responding
Extinction of aversive eliciting functions as an analog of exposure to
conditioned fear: Does it alter avoidance responding?
Abstract
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Exposure techniques rely on the assumption that the extinction of the classically
conditioned response (i.e., fear) will result in the disruption of limiting forms of
avoidance behavior, both directly trained and derived/indirectly established. This report
presents translational research that attempts to test this assumption in laboratory
conditions in two experiments with human volunteers. The procedure in both
experiments included six phases: (1) conditional discrimination training for the
formation of two 6-member equivalence classes; (2) classical conditioning of elicited
responses to Class 1 (A1/B1) and Class 2 (A2/B2) members in the white context,
followed by conditioning of avoidance/approach responses to Class 1/Class 2 members,
respectively, in thegreen context; (3) test for the transfer of avoidance/approach
functions and of eliciting respondent functions to D1/F1 and D2/F2 in thegreen
context; (4) extinction of classically conditioned responses to A1/B1 in the white
context; (5) test of the effects of respondent extinction on avoidance responding to the
A, B, D, and F stimuli in thegreen context; and (6) test of derived symmetry and
equivalence relations. Results show that after successful respondent extinction in the
white context, only 33.3% participants stopped showing avoidance behavior in the
green context, and that respondent elicitation was reinstalled during the test (Phase 5).
In Phase 4 of Experiment 2, in addition to undergoing respondent extinction,
participants were instructed that the white and green contexts were similar. Results
show that after successful respondent extinction in the white context during Phase 4,
only 10% participants stopped showing avoidance behavior in the green context, and
that respondent elicitation was almost eliminated during the test (Phase 5). We discuss
these findings and their applied implications.
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Key words: aversive conditioning, respondent extinction, equivalence relations,
avoidance, transfer and transformation of functions, skin conductance, human fear.
Extinction of aversive eliciting functions as an analog of exposure to conditioned fear:
Does it alter avoidance responding?
Traditionally, conditioning-based approaches to the explanation of anxiety
disorders have assumed that a history of direct aversive conditioning is necessary for the
acquisition of fear and avoidance responses (Barlow, 2002). Although clinical data
indicate that fears often emerge in the absence of any identifiable aversive conditioning
(e.g., Rachman, 1977, 1991), and recent research in derived relational responding (see
Dymond & Roche, 2009) and associative learning (Field, 2006) has identified ways in
which fear and avoidance can be learned indirectly, it could be said that the assumption
still holds in general terms, with some aversive conditioning experience needed at some
point in the genesis of anxiety.
Conditioning-based approaches have led to the design of exposure techniques,
widely used in behavior therapy for the treatment of anxiety disorders (e.g., Barlow,
2002; Deacon & Abramowitz, 2004; Marks, 1981). Exposure therapy is based on the
assumption that repeated exposure to the feared object or event (conditioned stimulus),
produces the extinction of the aversively conditioned responses (i.e., fear) and, hence,
the reduction of their behavioral outcome, namely avoidance (e.g., Craske &
Mystkowski, 2006; Mowrer, 1960). In fact, preventing avoidance is the ultimate goal of
exposure therapy, as this behavioral process is considered a critical factor in the
etiology and maintenance of anxiety disorders (e.g., Barlow, 2002; Forsyth, Eifert, &
Barrios, 2006; Hayes, 1976; Hayes, Wilson, Gifford, Follette, &Strosahl, 1996).
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During the last 15 years, research on the extinction of conditioned fear has
focused on the conditions in which exposure treatments work (e.g., Hermans, Craske,
Mineka, & Lovibond, 2006), showing that the introduction of inhibitory CSs as safety-
signals (e.g., the presence of the therapist during exposure) or that the use of safety
behaviors such as avoidance have a deleterious effect on fear extinction (e.g., Lovibond,
Davis, & OFlaherty, 2000; Lovibond, Mithcell, Minard, Brady, & Menzies, 2009).
Also, it has been shown that the extinction of conditioned fear responses is context
sensitive; that is, that a change of context typically produces renewal of already
extinguished fear responses (Neumann & Longbottom, 2008; Vansteenwegen, Dirikx,
Hermans, Vervliet, &Eelen, 2006), turning fear extinction into a difficult target. Besides
the observed difficulties in obtaining fear extinction, somewhat surprisingly the central
assumption underlying exposure treatments remains untested in laboratory conditions.
That is, there is no laboratory evidence that the extinction of fear responses in the same
context in which they were conditioned will alter subsequent avoidance responding in a
context in which there is an actual opportunity to avoid.
Research on relational responding during the last decades is successfully
addressing some of the limitations of traditional conditioning approaches to the
acquisition of fear and avoidance (see Dymond & Roche, 2009; Forsyth et al., 2006).
Specifically, there is evidence that a stimulus may acquire eliciting and avoidance
functions indirectly by virtue of its relation to another stimulus whose eliciting and
avoidance functions were acquired by direct conditioning. For instance, Dougher,
Auguston, Markham, Greenway, and Wulfert (1994) demonstrated that after training
and testing for two four-member equivalence classes (A1-B1-C1-D1 and A2-B2-C2-
D2) and pairing B1 to electric shocks, most participants showed higher skin
conductance to C1 and D1 than to C2 and D2 (for similar results, see Rodrguez-
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Valverde, Luciano, & Barnes-Holmes, 2009). Even more interestingly, Dougher,
Hamilton, Fink, and Harrington (2007) found higher skin conductance to a non-
conditioned stimulus (say C) than to an aversively conditioned stimulus (say B), by
virtue of the derived relation of comparison previously established between both stimuli
(B is less than C). A similar transfer of function effect has been observed with
respondent extinction. Dougher et al. (1994) exposed participants to aversive
conditioning by pairing several elements of the same equivalence class (B1, C1, and
D1) with shock. Then, only one of the elements underwent extinction (i.e., was
presented repeatedly without shock). As a result, the remaining members of the class
failed to elicit responses in a subsequent test.
Avoidance-evoking functions may also transfer across members of the same
relational network. By using similar procedures to those in Dougher et al. (1994),
Auguston and Dougher (1997) trained avoidance responding in the presence of an
aversive conditioned stimulus (B1 paired with shock) and then observed that other
members of the same equivalence class (C1 and D1) evoked avoidance responding
although they had never been directly paired with shock. Also, Roche, Kanter, Brown,
Dymond, and Fogarty (2008) showed that the extinction of avoidance responding in the
presence of one element of an equivalence class transferred to other elements of the
same class. In summary, data show that respondent elicitation and extinction, as well as
avoidance-evoking functions and operant extinction of avoidance, may transform
according to equivalence and non-equivalence relations. These results attest how
importantly verbal processes are involved in human conditioning (e.g., De Houwer,
2009; Lovibond, 2006). To date, however, no study has addressed the impact of
respondent extinction of conditioned fear on avoidance behavior, either directly trained
or acquired by relational means. Indeed, to our knowledge, no published study has
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analyzed the transfer of both respondent elicitation and avoidance-evoking functions
simultaneously (in the same task and with the same participants). Published work has
focused on either one or the other.
The present study attempts to fill this gap, with two goals: first, to design an
experimental analogue of the acquisition and derived transfer of both respondent fear-
elicitation and avoidance-evoking functions by adapting well-known laboratory
procedures within the research area of derived relational responding; second, and most
importantly, to examine whether respondent fear extinction will reduce the likelihood of
subsequent avoidance responding (as an analogue of exposure techniques). Two
experiments were conducted with electric shocks as unconditioned aversive stimulation
during conditioning phases. In contrast to what was done in previous studies, we
measured both elicited (skin conductance) andoperant (avoidance and approach)
responses throughout the procedure. In Experiment 1, we tested whether respondent
extinction in the same context in which fear responses had been acquired would lead to
the alteration of avoidance behavior in a different context (in which avoidance had been
trained). Given the low impact of this procedure on avoidance responding, in
Experiment 2 we trained a relation of similarity between the context in which
respondent extinction occurred and the context in which avoidance responses were
available.
EXPERIMENT 1
Method
Participants
Eighteen undergraduates (13 females; age range = 19-25) attending different
courses (e.g., introductory psychology, maths, law) at Universidad de Almera
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participated in the experiment. None of them had previous experience with the
procedures employed in this study. They were recruited through in-class and on-campus
flyer announcements, and each of them received 10 Euro for participation. At the
beginning, all participants read and signed a consent form informing them that they
would receive mild shocks and that they were free to discontinue participation at any
time without having to give up the 10 Euro they received in return. Upon completion of
the tasks, participants were fully debriefed.
Setting, Apparatus, and Stimuli
The setting, apparatus, and stimuli involved in this series of experiments were
almost identical to those in Rodrguez-Valverde et al. (2009); thus the following
description will mainly focus on their different features. The experiment was run in a
laboratory consisting of two adjacent rooms (an experimental cubicle and an
observation room) with a two-way mirror for participant observation. All visual stimuli
were presented on an HP nx9010 laptop computer (15 in color screen). Skin
conductance was measured and recorded according to the constant voltage technique
(0.5V) of exosomatic recording (see Dawson, Schell, & Filion, 1990) through a
computerized physiological recording system (BIOPAC Instruments) with non-
polarizable Ag/AgCl finger electrodes attached to the palmar side of the distal phalanx
of the first and third fingers of the participants nondominant hand. An isolated square-
wave stimulator (Laffayette 82415-IS) was used for the delivery of constant voltage
electric shocks (450 ms duration) through two disposable adhesive round electrodes
attached to the inner surface of the participants non-dominant arm (see Rodrguez-
Valverde et al., 2009, p. 88).
The visual stimuli were 18 black shapes, each framed in a square white
background (see Figure 1), presented on a general black background. The size of the
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stimuli was 88 cm2. For ease of communication each stimulus was designated with an
alphanumerical label (e.g., A1, A2, A3). Participants never saw these labels.
Procedure
All procedures were reviewed and approved by the Ethics Committee for
Research with Human Participants at Universidad de Almeria. Upon arrival at the
laboratory and completion of the consent procedures, participants were escorted to the
experimental room for the administration of the computer tasks. Experiment 1 consisted
of six phases, all conducted in one session that lasted 150 to180 min approximately (see
Figure 2). Participants were run individually.
Phase 1: Conditional discrimination training. Participants were presented with a
card containing the following instructions:
During this task, a sample symbol will appear at the top of the computer screen
followed by three more symbols along the bottom. Your job is to select the
correct symbol at the bottom given the one at the top by using the keyboard:
press the Z key to select the symbol on the left, the V key to select the symbol in
the middle, and the M key to select the symbol on the right. When your selection
is correct, the word Correct will appear on the screen. When your selection is
incorrect, the word Incorrect will appear on the screen. Your job is to produce
as many correct selections as possible.
The experimenter then asked the participant to summarize what she would have
to do during the task. If the participant did not describe her task correctly, the
experimenter repeated the instructions and asked again. Once participants understood
the instructions, the experimenter left the room and the task commenced. An arbitrary
linear matching-to-sample (MTS) procedure was employed to establish two 6-member
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equivalence classes (Class 1: A1-B1-C1-D1-E1-F1, and Class 2: A2-B2-C2-D2-E2-F2).
We utilized 6 members per class so as to have a sufficient number of related stimuli to
test the indirect or derived functions, whereas the linear conditional discrimination
procedure was used in order to rule-out second or higher-order associative conditioning
as possible explanations (e.g., Smyth, Barnes-Holmes, & Forsyth, 2006).
The trained relations for both classes were A-B, B-C, C-D, D-E, and E-F. On
any given trial, one sample stimulus (e.g., A1) appeared centred in the top third of the
computer screen. Two seconds later, three comparison stimuli (e.g., B1, B2, and B3)
appeared in the lower third of the screen with one in the middle, one on the left side and
the other one on the right side. A third set of six stimuli designated with number 3 (i.e.,
A3, B3, C3, etc.) was used as incorrect comparisons in the procedure, with no explicitly
trained relations amongst them. The location of the comparison stimuli varied randomly
across trials. Participants selection cleared the screen and produced the written
feedback Correct or Incorrect. The feedback remained on the screen for 2 s, and an
inter-trial interval (ITI) of 2 s preceded the next trial.
The training sequence proceeded as follows. Each new relation (starting with
A1-B1) was trained until the participant emitted two consecutive correct responses.
Training with the same relational pair in Class 2 (e.g., A2-B2) followed until two
consecutive correct responses were produced. Subsequently, both relational pairs (e.g.,
A1-B1 and A2-B2) were presented in random order in blocks of four trials (two per
relational pair), until completion of one block with 100% correct selections. This same
sequence was repeated with the remaining relational pairs from each class (i.e., B1-C1,
B2-C2, C1-D1, C2-D2, D1-E1, D2-E2, E1-F1, and E2-F2). Blocks of mixed trial-types
(with equal number of trials for Class 1 and Class 2 relations) were interspersed as
follows. After B-C training was completed, 4-trial blocks containing A-B and B-C
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relations (one trial per relational pair) were presented until production of two
consecutive blocks with 100% correct responses. After completion of C-D training, 16-
trial blocks containing four A-B, four B-C, and eight C-D trials were presented until
production of one block with 100% correct selections. After completion of D-E and E-F
training, 4-trial blocks containing D-E and E-F relations (one per relational pair) were
presented until production of two consecutive blocks with 100% correct selections. This
was followed by the presentation of 6-trial blocks containing the C-D, D-E and E-F
relations (one trial per relational pair) until two blocks with 100% correct responses
were completed. Finally, blocks containing all the trained relations (i.e. A-B, B-C, C-D,
D-E, and E-F) in random order were presented until completion of three consecutive 10-
trial (one per relation) blocks with 100% correct selections.
Phase 2: Respondent and avoidance/approach conditioning with A and B
stimuli. During this phase, A1 and B1 served as CSs+ (i.e., were followed by shock),
and A2 and B2 served as CSs- (i.e., they were followed by points, exchangeable upon
experiment completion for university canteen vouchers). Skin conductance responses
(SCRs, measured in S) and avoidance responses served as dependent variables.
Respondent conditioning. This part of Phase 2 started with a shock setup
procedure in order to select the shock level that would be used as unconditional
stimulation. Participants were fitted with the SCR recording and shock delivery
electrodes (see Setting, Apparatus, and Stimuli). They were told that the purpose of this
stage was to select an uncomfortable but not painful shock level to be used during this
and subsequent phases of the experiment. The shock generator was set to 20V (levels
ranged from 10 to 100V), and a brief shock was administered. If the participants did not
rate the shock as uncomfortable, the shock voltage was gradually increased in 20V steps
until the participants reported that the dispensed shock was uncomfortable but not
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conductance to stabilize. During the ITI the screen remained black. A total of two 4-trial
(1 per stimulus, in random order) blocks were presented.
Avoidance/Approach training. Once the previous 8 conditioning trials were
completed the experimenter entered the experimental cubicle and read aloud the
following instructions:
From now on, you will at times have the opportunity to avoid the shock by using
the keyboard. Likewise, if you want to keep accumulating points, you will have
to use the keyboard. Those opportunities will be signalled by a change in the
appearance of the white circle located at the top left of the screen. At times, it
will progressively turn green. When the circle is completely green, then you can
avoid the shock by pressing the Q key with your free hand, and you can keep
accumulating points by pressing the P key. These keys will only be operative
when the circle is completely green. If you press before the circle has completely
turned green, the computer will count that as an error and you will have to start
over. Note as well that the keys will be operative for a very limited time after the
circle is fully green. This is a long phase and you have a limited number of Q
presses available, so use them only when you are sure that the shock will be
delivered. Not all stimuli are followed by shock, so it is important to respond in
accordance with what you have learned in the previous phase and with what you
will be learning in this one. Once again, it is extremely important to sit as still
as possible because any movement will disrupt the measurement of
physiological responses. Also, remember that if you find yourself becoming
upset at any time and would like to end your participation, you can call out and
I will stop the procedure. Do you have any questions?
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Once the experimenter ensured participants understanding of the instructions,
participants pressed the space bar and the computer screen remained blank for 2 min for
the stabilization of skin conductance level (SCL). Then, the avoidance/approach
training started.
A typical operant trial was as follows: An A or B stimulus was presented on the
screen for 8 s. During the first 4 s, the circle at the top left of the screen remained white,
and neither the avoidance nor the approach key was functioning (see Figure 3). During
the last 4 s (transition interval) the circle was progressively filled with green and both
keys remained inoperative. The transition interval was intended to signal the upcoming
availability of the operant response once the colour transition was complete. During the
8 s interval, changes in skin conductance level were measured. Once the circle was
completely green, the avoidance and approach keys were operative for 1 s. During this
time, participants could avoid shock in the presence of A1 and B1 by pressing the Q key
(i.e., the avoidance response). Shock was delivered if they pressed no key or pressed the
wrong one (P). Likewise, they could earn points in the presence of A2 and B2 by
pressing P (i.e., the approach response). If a participant failed to emit the approach
response, then the message Number of Points: 0 was displayed for 1.5 s. After that,
the screen went blank for a 25-35 s ITI and a new trial began.
Training started with one 16-trial block containing 4 respondent conditioning
trials (one per stimulus; A1, B1, A2, B2) intermixed with 12 operant (avoidance and
approach) conditioning trials (3 per stimulus) presented in random order. Respondent
conditioning trials were intermixed in order to avoid the extinction of conditioned
physiological responses likely acquired during the first part of this phase. A block was
considered correct when participants produced avoidance responses on all A1/B1 trials
(and not on any A2/B2 trial) as well as when they produced approach responses on all
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but two (maximum) A2/B2 trials (and never on A1/B1 trials). We adopted a less strict
criterion for the approach response because our main target was the acquisition and
extinction of aversive functions. After one correct block, participants were presented
with a second identical 16-trial block. Participants who failed to meet criterion in the
first block of mixed trials went through an extra respondent conditioning block (4 trials)
before the second block of mixed trials. Participants who failed at this second block too,
were dropped from further participation.
Phase 3: Test for the transfer of respondent and avoidance/approach functions
to D and F stimuli. Phase 3 began immediately after Phase 2 and it only included
operant trials. These were identical to the ones presented in Phase 2, with the sole
exception that instead of A and B, D and F stimuli were used. Participants were first
presented with one 4-trial block with D1 and D2 (2 trials per stimulus in random order).
If they failed to emit the avoidance and/or approach responses (as expected according to
the purportedly established equivalence relations), then consequences were delivered as
with the A and B stimuli (i.e., shock was administered after D1 and the zero-point
written feedback was displayed after D2). A 4-trial block with F1 and F2 (2 trials per
stimulus in random order) followed. The criterion for the transfer of avoidance was that
participants produced avoidance responses on all F1 trials andapproach responses on
all F2 trials. Participants who met the transfer criterion proceeded to the next phase;
participants who did not, were dropped from further participation.
Phase 4: Respondent extinction with A1 and B1. This phase started immediately
after Phase 3. As with respondent conditioning trials in Phase 2, A or B stimuli
appeared in the middle of the screen for 6 s in the presence of the white circle. The
difference was that during this phase neither A1 nor B1 were followed by shock, while
A2 and B2 were still followed by points. The application of the extinction procedure
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only with A1 and B1 was intended to have a within-subject control of changes in
responding in the next phase of the experiment (i.e., to see if participants would stop
showing avoidance by not pressing the Q key in the presence of Class 1 stimuli, but
would still press the P key to obtain points in the presence of Class 2 stimuli).
Participants were presented with two 12-trial blocks (3 trials per stimulus in random
order).The extinction criterion was established as follows: the average difference in skin
conductance between Class 1 and Class 2 members during the last three trials of each
class should be less than 0.05 S. However, it was not possible to assess whether
participants had achieved this criterion until the whole procedure had finished.
Accordingly, all participants in Phase 4 proceeded to Phase 5.
Phase 5: Critical Test. Test for avoidance/approach functions after respondent
extinction. The purpose of this phase was to examine the effect of respondent extinction
with A1 and B1 on avoidance responding to these and other arbitrarily related
(equivalent) stimuli (D1 and F1). This phase started immediately following Phase 4.
Trials had the same format as the operant trials in Phase 2 (avoidance/approach
training), with the difference that shock was never presented, regardless of the
participants responses. First, a 2-trial block with the B stimuli was presented (first B1
and then B2; this sequence was maintained across participants). If participants produced
avoidance responses (i.e., pressed the Q key) in the presence of B1they were
immediately re-exposed to respondent extinction (two 4-trial blocks with A and B
stimuli, with the same format as in Phase 4). Subsequently they were presented with a
new 2-trial block with B1 and B2 to test for the avoidance response functions of B1.
This sequence of re-exposure to respondent extinction was repeated up to three times if
participants kept avoiding in the presence of B1. After that, they were dropped from
further participation. On the contrary, if participants did not show avoidance in the
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presence of B1, they continued to a 2-trial block with A stimuli (first A2 and then A1,
with this sequence maintained across participants). As with the B stimuli, avoidance (in
this case with A1) entailed re-exposure to respondent extinction up to a maximum of
three times, and non-avoidance granted access to the next block (one 4-trial block with
the sequence B2, A1, B1, A2).
Only participants who did not show avoidance with A1 nor with B1 proceeded
to the test with D, E, and F stimuli. Those participants who had passed the transfer of
avoidance/approach test in Phase 3 (i.e., who had pressed the avoidance key on the first
D1 trial) were presented with the following test sequence: D1, D2, F1, E1, F2, E2.
Those participants who had not passed the transfer test in Phase 3 (and thus received
shock after the first presentation of D1) were presented with the following test
sequence: F1, F2, E1, E2, D2, D1. As with A1 and B1, no shock was delivered.
Phase 6: Equivalence test. Mutual and combinatorial relations were tested using
the same trial format as in conditional discrimination training (Phase 1), with the
difference that no feedback was provided in any trial. The experimenter read aloud the
following instructions:
As in a previous phase, you will see one stimulus at the top of the screen and
then three stimuli at the bottom. Please look at the stimulus at the top and then
choose one stimulus from the bottom by clicking on it with the mouse. There is
always a correct answer, but this time the computer will not tell you whether
your choice is correct or not. Answer according to what you have learned in a
previous phase and try to accumulate as many correct responses as possible.
The twenty possible combinatorial relations per class (i.e. 10 transitive and 10
equivalence relations: A-C, C-A, A-D, D-A, A-E, E-A, A-F, F-A, B-D, D-B, B-E, E-B,
B-F, F-B, C-E, E-C, C-F, F-C, D-F, F-D) were first tested in a 40-trial block (one per
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relation, in random order). The test finished upon production of a minimum of 34
correct responses. Otherwise, a test for symmetry relations (five relations per class) was
presented next in one 10-trial block (one trial per relation in random order). Upon
production of at least eight correct responses, a new block of 40 combinatorial test trials
was presented. Participants failing to achieve the criteria in either the symmetry or the
second combinatorial block were deemed as not passing the equivalence test. After that,
the experiment finished.
Skin conductance response quantification
Response amplitude was the parameter selected for quantification according to
the following criteria: the largest increase in SCL (measured in Siemens [S]) was
calculated for each trial in Phases 2 to 5. This variation was measured from the point of
response onset to the highest SCL value within the following time periods:
(1) For Phases 2, 3, and 5, the 4-s period during which the circle transitioned
from white to green. Pilot work showed that once the avoidance contingencies were in
place, autonomic activation mainly took place during this period, and not during the
first 4-s interval (white circle).
(2) For Phase 4, during the 6-s period in which A and B stimuli were displayed
on the screen (always in the presence of the white circle), only if the response onset
point started at least 0.5 s after visual stimulus onset.
Negative variations in SCL during these measurement intervals were quantified
as zero.
Data Analysis
Individual and group analyses of the data were conducted to examine the effect
of respondent extinction on avoidance responding, both directly trained and acquired by
derived means. The primary datum for individual analyses was the percentage of
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participants that met the specified criterion in each phase. Our main focus was on
individual adjustment to the successive manipulations performed through the
experiment, respondent extinction being the most important one. This reduced the
number of participants whose performance was suitable for analysis through the last
test. Specifically, during Phase 4 (respondent extinction), we only considered data from
participants who (1) had learned during Phase 2 (respondent and avoidance/approach
conditioning) to produce avoidance responses to elements of Class 1 and approach
responses to elements of Class 2 andalso had shown higher elicited SCRs to elements
of Class 1 than to elements of Class 2; and (2) during Phase 3 (Transfer Test) had
shown transfer of the avoidance/approach functions to Class 1/Class 2 members,
respectively. Likewise, in Phase 5 (Critical Test) we only analysed the performance of
participants for whom respondent extinction had been effective during Phase 4, in order
to examine the impact of successful respondent extinction on subsequent avoidance
responding. A detailed description of the specific achievement criteria and of the
number of participants whose data were analysed in each phase is presented in the
Results and Discussion section.
As mentioned previously in the procedure section, participants who did not meet
the operant criterion were dropped from further participation. It is important to note,
however, that the SCR data were available to the experimenters only upon completion
of the experimental tasks. The analysis of SCR data showed that some participants who
had met the operant criterion and thus completed all phases, had not met the respondent
conditioning or extinction criteria. Accordingly, their performance was not included in
the analyses. All the available individual data are presented in Appendix 1.
As to the analysis of group data, we calculated both the average number of
avoidance responses and the average SCRs to the elements of Class 1 and Class 2 in
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each phase, for phases 2 to 5. All participants who produced avoidance and approach
responses correctly as expected according to the experimental design across phases (i.e.,
phases 2, 3, and 5) entered the analysis, regardless of whether or not they also met the
respondent conditioning or extinction criteria. This was intended to tracking the
synchronicity between elicited arousal responses and avoidance responding. One-
sample Kolmogorov-Smirnov tests were conducted on all pertinent SCR and avoidance
response datasets to determine if the data fulfilled the normality assumption. Where the
normality assumption was met, related samples T tests were conducted on avoidance
responses and on SCRs in order to establish comparisons between classes within the
same phase, and within classes across phases. Otherwise, the non-parametric Wilcoxon
Signed-Rank Test was conducted for this purpose. In each case, Cohens d was
calculated for statistically significant results in order to determine the effect size of
successive manipulations. Following Cohens (1988) guidelines, .2, .5, and .8 were used
as thresholds to define small, medium and large effects, respectively.
Results and Discussion
Conditional discrimination training(Phase 1)
All 18 participants met the training criterion. The total number of trials to
criterion varied across participants from 117 trials (P12) to 301 trials (P4) (see
Appendix 1, Phase 1).
Respondent and Avoidance/Approach Conditioning with A1 and B1 Stimuli (Phase 2)
The criterion to determine if respondent conditioning was acquired for each
participant was: larger SCRs to A1 and B1 (CSs+) than to A2 and B2 (CSs-) in more
than half of the conditioning trials, with an average difference of at least 0.05 S
between Class 1 and Class 2 stimuli. This criterion (adapted from Rodrguez-Valverde
et al., 2009) had to be achieved in any of the avoidance conditioning blocks, each of
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which had 12 trials (six avoidance and six approach trials). As previously mentioned,
the operant conditioning criterion was that participants consistently pressed the
avoidance key in the presence of A1/B1 and the approach key in the presence of A2/B2.
Seventeen out of 18 participants (see Figure 4, Phase 2, and Appendix 1) met the
avoidance/approach criterion (94.4%). Of these, 14 (82.3%) met the respondent
conditioning criterion. Figure 5 (upper and lower graphs) shows that the percentage of
avoidance responses to Class 1 stimuli (M= 97.22, SD = 2.78) was significantly larger
than to Class 2 stimuli (M= 2.77, SD = 7.00;Z= -3.83,p< .000, d= 16.03); and that the
average SCR to Class 1 stimuli (M= .61, SD = .59) was significantly larger than to
Class 2 stimuli (M= .12, SD = .14; t= 4.13,p= .001, d= 1.13) for those participants
who met the avoidance/approach criterion (N= 17).
Transfer of Respondent and Avoidance/Approach functions to D and F(Phase 3).
The criterion to determine the occurrence of transfer relied entirely on the first
exposure to each test stimulus. The rationale for adopting this criterion has been
presented elsewhere (see Rodrguez-Valverde et al., 2009, pp. 96-97).
Transfer of Avoidance/Approach functions.Of the 14 participants who showed
both avoidance/approach and respondent conditioning during Phase 2, 11 (78.6%)
produced avoidance/approach responses during F1 and F2 presentations. Six of them
(54.5%) also showed transfer with D1 and D2: P17, P1, P10, P12, P5, and P16 (see
Figure 4, phase 3, and Appendix 1).
Statistical analyses (Figure 5, upper graph) showed that the percentage of
avoidance responding (pressing Q) to the first presentation of a Class 1 stimulus (M=
78.57, SD = 32.21) was significantly larger than to the first presentation of a Class 2
stimulus (M= 10.71, SD = 28.95;Z= -3.15,p = .002, d= 2.21).
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Transfer of respondent elicitation functions. The criterion to determine that
transfer had occurred was similar to that established for respondent conditioning: larger
SCRs to D1 and F1 than to D2 and F2, respectively, during the first presentation of each
stimulus (adapted from Rodriguez-Valverde et al., 2009). Six participants out of the 11
(54.5%) who showed transfer of avoidance/approach functions also showed transfer of
respondent elicitation functions.
Statistical analyses revealed that SCRs to Class 1 stimuli (M= .90, SD = .93)
were larger (marginally significant) than to Class 2 stimuli (M= .36, SD = .39; t= 2.16,
p = .056, d= .76) for those participants who met the transfer of avoidance/approach
criterion (N= 11).
Respondent Extinction with A1 and B1 (Phase 4)
The criterion for respondent extinction was that the difference in average SCRs
between Class 1 and Class 2 stimuli was less than 0.05 S during the last three trials per
class. Nine out of the 10 participants who showed transfer of avoidance/approach
functions during Phase 3 (data from P12 were lost during the extinction phase) met the
respondent extinction criterion (see Appendix 1, Phase 4).
Statistical analyses showed that SCRs to Class 1 stimuli (M= .039, SD = .056)
did not differ from those to Class 2 stimuli (M= .036, SD = .054; t= -.15,p = .89)
during the last three trials (see Figure 5, lower graph). No participant emitted
avoidance/approach responses during extinction trials.
Critical Test: Effect of Respondent Extinction with A1 and B1 on Avoidance/Approach
(Phase 5)
Only three (P4, P5, and P6) out of the nine (33.3%) participants who had shown
extinction of elicited SCRs to A1 and B1did not show avoidance responding in the
presence of these stimuli during the critical test. The other six still produced avoidance
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responses when presented with A1 and B1 (and four of them showed larger SCRs to
these stimuli too) in Phase 5. Approach responding to A2 and B2 remained intact for all
participants (see Figure 4 and Appendix 1, phase 5. Detailed data from all participants
are in Appendix 1).
Besides, in what regards the stimuli whose avoidance-evoking functions had
been indirectly acquired (i.e., D1, E1, and F1), only the data from two of the three
participants were available (P6 quit before the end of the experiment). Neither P4 nor
P5 showed avoidance responding in the presence of D1, F1, and E1.
Overall, statistical analyses revealed significant differences between the
percentages of avoidance responses produced by the nine participants to Class 1 (M=
66.67, SD = 50) and Class 2 stimuli (M= 0, SD = 0;Z= -2.5,p = .014, d= 1.89, see
Figure 5). SCRs during the first test trial were significantly larger to Class 1 stimuli (M
= .72, SD = .72) than to Class 2 stimuli (M= .12, SD = .17; t= 2.61,p = .031, d= 1.15).
A significant difference was also found between SCRs to Class 1 stimuli during
respondent extinction (Phase 4, last three trials in the presence of the white circle) and
SCRs to Class 1 stimuli during the Critical Test (Phase 5, first stimulus presentation in
the presence of the green circle) for all nine participants (N= 9, t= -2.89,p = .02, d=
1.34). The corresponding within-class comparison with Class 2 stimuli yielded no
significant changes across phases (t= -1.15,p = .28).
It is important to note that the Critical Test was programmed so as to drop
participants who continued avoiding in the presence of B1. As a result, we missed a
substantial amount of data regarding avoidance/approach responses and elicited SCRs
to the derived stimuli D, E, and F; the same applies to the equivalence class formation
data collected in Phase 6. Only the data for P4 and P5, who had survived to this phase,
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were collected. In both cases, the equivalence criterion was met within the first block of
trials.
These results indicate that respondent extinction of conditioned SCRs to A1 and
B1 in the white context had very little effect on avoidance responding in the green
context. The analyses also show that more than half of the participants who ran through
the Critical Test showed fear renewal (measured as larger SCRs to Class 1 stimuli)
when moved from the white to the green context. Approach responses and small SCRs
to Class 2 stimuli, however, remained constant across contexts. This is consistent with
previous studies showing that respondent extinction is contextually controlled and that
conditioned fear is susceptible to the renewal effect when a change in context occurs
(Hermans et al., 2006; Vansteenwegen et al., 2006). It is likely that in the present
experiment, for most participants, the functions acquired by the white context during
respondent conditioning and extinction were different or opposite to the functions
acquired by the green context during avoidance conditioning. This might explain why
respondent extinction of SCRs in the white context did not generalize to the green
context for many participants, and why avoidance was still in place for most
participants. The participants informal post-task reports seem to support this
conclusion. For instance, some of the participants who continued to show avoidance
responding in the critical test said that they had pressed the key because that was what
they had done before in the green context. Others said that even though they were pretty
sure that the shock would not be delivered, they were pressing just in case.
With the same goal of Experiment 1, in Experiment 2 we trained a relation of
similarity between the white (i.e., respondent conditioning and extinction) context and
the green (i.e., avoidance) context, in order to examine whether this might facilitate
preventing avoidance responding upon a history of respondent extinction.
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EXPERIMENT 2
As mentioned above, it is likely that most participants in Experiment 1 produced
avoidance responses during the Critical Test because the extinction and the avoidance
contexts had different functions, which probably resulted in a fear renewal effect.
Experiment 2 was designed to prevent such difference between contexts by training a
relation of similarity between the white and the green circle (i.e., the extinction and the
avoidance context, respectively). Extrapolating to the applied arena, this might be
analogue to instructing an anxious client that the context where they are undergoing
exposure therapy and the context where they usually show pathological forms of
avoidance are similar, so that similar reactions would be expected in both cases.
Additionally, in Experiment 2 all participants who got to the Critical Test went
on to complete the experiment, regardless of their performance in the first trials of the
Critical Test (i.e., whether or not they had avoided in the presence of B1 or A1).
Method
Participants
Twenty-five undergraduates (13 females; age range = 18-26) were recruited,
welcomed, compensated for participation, and debriefed as in Experiment 1.
Procedure
The procedures employed in Experiment 2 were almost identical to those in
Experiment 1, with two exceptions: (a) a procedure for assessing and training a relation
of similarity between the white and the green contexts was introduced in Phase 4; and
(b) unlike in Experiment 1, all participants who got to the Critical Test (Phase 5)
completed it, including test trials with the directly conditioned stimuli (i.e., A and B)
and with the derived stimuli (i.e., D, E, and F),and also completed the test for the
formation of equivalence classes.
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Phase 4. Assessment and training of a similarity relation between the green and
white contexts. After the test for the transfer of respondent and avoidance/approach
functions with D and F Stimuli (Phase 3), there was an assessment and subsequent
training of the similarity relation between the green and the white contexts. The
assessment included both open-ended and close-ended questions. First, there were four
open-ended questions: the computer screen showed A1 or B1 or A2 or B2 in the
presence of either the green or the white circle, with the stimuli arranged as they
appeared during conditioning trials (Experiment 1, Phases 2 and 3). The experimenter
then asked: What came to mind immediately upon seeing this? and wrote down the
participants responses. The close-ended format assessment was next. The experimenter
asked participants to pay attention to the screen and to select the most appropriate
response option by clicking on it with the mouse, and then left the experimental room.
Figure 6 shows the typical arrangement of stimuli on the computer screen during any
given close-ended assessment trial. At the top third of the screen, a message reminded
participants to select the most appropriate response option according to their experience
in previous phases. Below, two pictures were displayed in the middle of the screen. One
of them depicted either A1 or B1 in the presence of the white circle, and the other one
depicted the same stimulus in the presence of the green circle (see Figure 6). The
response options (they are similar, they are opposite, or neither) were located
below, along the lower third of the screen (with their position varying randomly across
trials). Participants selections cleared the screen for 2 s, and were followed by the start
of a new trial. The close-ended assessment consisted of two trials, one per stimulus (i.e.,
A1 and B1). After that, participants underwent training of a similarity relation between
the green and the white circles. The trial format was the same as during close-ended
assessment, with two exceptions. First, an initial message instructed participants to keep
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selecting one of the three options and to accumulate as many consecutive correct
responses as possible. Second, correct selections (i.e., they are similar) cleared the
screen and produced the written feedback Correct for 2 s; incorrect selections
produced the feedback Wrong. Training proceeded in blocks of two trials (one per
stimulus, A1 and B1, in random order) until participants produced two consecutive
blocks with 100% correct responses.
Once the similarity training was over, participants underwent respondent
extinction with A1 and B1 as in Experiment 1. In this case, however, upon termination
of the first 12-trial extinction block, and before the second 12-trial extinction block,
similarity blocks (two trials per stimulus: A1 and B1) were inserted in order to retrain
the similarity relation between the green and white contexts. They were repeatedly
presented until the participant responded correctly on all trials across two consecutive
blocks.
Phase 5: Critical Test. Effect of Respondent Extinction with A1 and B1 (plus
context similarity training) on Avoidance/Approach. This test was conducted as in
Experiment 1, with the only difference that both the elicited SCRs and
avoidance/approach responses to theD, F, and E stimuli were tested regardless of
whether participants had previously shown avoidance responses to the directly
conditioned A1 and B1 in this same test (see Experiment 1, Phase 5, for sequence
details).
Results and Discussion
Conditional Discrimination Training
All 25 participants met the training criterion. The number of trials necessary to
reach the criterion varied from 89 (P12) to 300 trials (P16) (see Appendix 2, Phase 1).
Respondent and Avoidance/Approach Conditioning with A1 and B1 stimuli
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As shown in Figure 7 (see also Appendix 2, Phase 2), 24 participants (96%) met
the avoidance/approach criterion. That is, they avoided both A1 and B1, and approached
both A2 and B2 (see criterion in the Results section of Experiment 1). Of these 24, 15
(62.5%) showed differential SCR conditioning (larger SCRs to A1 and B1 than to A2
and B2).
Figure 8 (upper and lower graphs) shows that the percentage of avoidance
responses to Class 1 stimuli(M= 98.66, SD = 3.12) was significantly larger than that to
Class 2 stimuli (M= 3.33, SD = 8.83; Z = -4.58, p < .000, d = 14.43); also, that SCRs to
Class 1 stimuli (M= .11, SD = .13) were significantly larger than those to Class 2
stimuli (M= .04, SD = .05;Z= -3.94,p< .000, d= .71) for participants who met the
avoidance/approach criterion (N= 24).
Transfer of Respondent and Avoidance/Approach Functions to D and F
As in Experiment 1, only the results of the participants who met both the
avoidance/approach and respondent criteria during the conditioning phase (15 out of 24)
were analysed; however, the results for the nine remaining participants who achieved
the operant criterion are detailed in Appendix 2.
Transfer of avoidance/approach functions. Eleven out if 15 participants (73.3%)
produced avoidance responses to F1 and/or D1, and approach responses to F2 and/or D2
(P3, P5, P6, P16, P17, P21, P22, and P25, with both the F and D stimuli) (see Figure 7
and Appendix 2).
Statistical analyses (Figure 8, upper graph) showed that the percentage of
avoidance responding to the first presentation of Class 1 stimuli (D1 and F1;M= 85.71,
SD = 30.56) was significantly larger than toClass 2 stimuli (D2 and F2;M= 3.57, SD =
13.36;Z= -3.36,p = .001, d= 3.48).
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Transfer of respondent elicitation functions. A shown in Figure 7, five of the 11
participants (45.8%) who had shown transfer of avoidance functions also showed larger
SCRs to the first presentation of D1 and F1 relative to the first presentation of D2 and
F2. However, statistical analysis yielded no significant differences between SCRs to
Class 1 stimuli (M= .15, SD = .10) and to Class 2 stimuli (M= .11, SD = .13; t=.92,p
= .38). That is, transfer of avoidance and approach responses to non-directly
conditioned Class 1 and Class 2 stimuli occurred even in the absence of a differential
pattern of elicited arousal responses between classes.
As in Experiment 1, the data for all participants who met the operant criteria
(avoidance/approach responding) are presented in Appendix 2.
Assessment and Training of Similarity between Green and White Contexts, and
Respondent Extinction with A1 and B1
The results obtained in the assessment of the relation between the white and
green contexts showed great variability across participants. After training the similarity
relation between contexts, however, all 11 participants selected the option they are
similar (100% correct, see criterion). As for respondent extinction with A1 and B1, all
but one of the 11 participants (90.9%) who had shown transfer of avoidance/approach
functions met the respondent extinction criterion (see Appendix 2, Phase 4). That is, the
difference between average SCR to Class 1 and Class 2 stimuli was less than .05 S
during the last three trials per class.
Statistical analyses showed that SCRs to Class 1 stimuli (M= .038, SD = .067)
did not differ from those to Class 2 stimuli (M= .034, SD = .042; t= .28) during the last
three trials for these 10 participants (see Figure 8).
Critical Test: Effect of Respondent Extinction with A1 and B1 on Avoidance/Approach
and Respondent functions
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As shown in Figure 7 (see also Appendix 2, phase 5), only one (P8) out of the 10
participants (10%) who had shown extinction of conditioned SCRs to A1 and B1
stopped showing avoidance responding in the presence of the same stimuli during the
Critical Test. The remaining 9 participants still showed avoidance responding when
presented with A1 and B1. However, only one participant (P25) showed larger SCRs to
A1 and B1 than to A2 and B2. As in Experiment 1, the approach response to the stimuli
in Class 2 remained intact for all participants.
As for the test for avoidance/approach responding to the D, F, and E stimuli,
participants showed an identical pattern of responding to that observed with A and B
(see Figure 7). The available data (one participant quit before the end, and data from
another two participants were lost; see Appendix 2 for details) show that the only
participant who had not shown avoidance responding with A1 and B1 (P8), also did not
with D1, F1, and E1; the six participants who showed avoidance responding in the
presence of A1 and B1, also did in the presence of D1, F1, and E1. All participants
produced approach responses in the presence of D2, F2 and E2, and none of them
showed larger SCRs to Class 1 stimuli than to Class 2 stimuli.
Statistical analyses revealed that the percentage of avoidance responses to A1
and B1 (N= 10; Class 1:M= 90, SD = 31.62) was significantly larger than that to A2
and B2 (M= 0, SD = 0;Z= -3,p = .003, d= 4.03). Likewise, the percentage of
avoidance responses to F1, D1, and E1 (N= 7: Class 1:M= 85.71%, SD = 37.79) was
significantly larger than that to F2, D2, and E2 (M= 0, SD = 0;Z= -2.5,p = .014, d=
3.24) (see Figure 8, upper and lower graph). Also, SCRs to A1 and B1 (N= 10;M=
.033, SD = .047) did not differ from those to A2 and B2(M= .018, SD = .014; t= .81,p
= .45); likewise, SCRs to D1, F1, and E1 (N= 7;M= .027, SD = .019) did not differ
from those to D2, F2, and E2 (M= .042, SD = .045; t= -1.31,p = .24). Lastly, no
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significant differences between phases (Phase 4, respondent extinction: last three trials
in the presence of the white circle, vs. Phase 5, Critical Test: first stimulus presentation
in the presence of the green circle) were found for SCRs to Class 1 stimuli (t= -1.09,p
= .318). In other words, there was no renewal of elicited SCRs when changing from the
extinction context (i.e., white circle) to the avoidance context (i.e., green circle).
Although data from participants who did not show respondent conditioning in
Phase 2 were not considered in the analyses, it is interesting to note that six out of the
eight who were exposed to the Critical Test (see Appendix 2) produced avoidance
responses to both A1 and B1, and to the derived stimuli D1, E1, and F1 (although they
still showed no evidence of respondent conditioning in this test).
While a comparison of these data with those obtained in Experiment 1 is feasible
only for the first stimulus presentation per class in the Critical Test (note that
participants who produced avoidance responses to the first B1 presentation during the
Critical Test in Experiment 1 were not tested any further), we may conclude that
training the similarity relation between the white and the green context served to
maintain extinction of SCRs in the green context, from the first to the last trial, for all
but one of the 10 participants who made it to the Critical Test (see Appendix 2). That is,
the similarity instruction prevented fear renewal when moving from the white to the
green context. Most importantly, however, although participants did not show elicited
SCRs to the test stimuli, they still produced avoidance responses in their presence.
Given that in Experiment 2 all stimuli (either with direct or derived functions) were
tested, it can be concluded that avoidance behavior remained intact in the absence of
any noticeable increases in arousal (as measured by SCRs) for all participants but one.
This seems consistent with clinical literature that has regarded avoidance, rather than
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fear, as the key component in the maintenance of anxiety disorders (e.g., Hayes, 1976;
Hayes et al., 1996; Forsyth et al., 2006; Powers, Smits, & Telch, 2004).
Equivalence Test
All participants but one (whose data were not relevant to the main analysis) who
were tested for equivalence passed successfully (see Appendix 2, Phase 6).
General Discussion
The main purpose of this study was to examine the impact of respondent
extinction on avoidance responding. Neither of the extinction protocols tested in
Experiments 1 and 2 made a significant impact on avoidance. Before addressing the
discussion of this finding, we will turn to commenting the results relating to the
acquisition and transfer of fear and avoidance.
Acquisition and transfer of fear and avoidance.
Conditional discrimination training. All 43 participants (18 from Experiment 1
and 25 from Experiment 2) met the conditional discrimination training criteria
established for the formation of two six-member classes. As with similar experiments
with smaller stimulus classes (e.g., Auguston & Dougher, 1997; Dymond, Roche,
Forsyth, Whelan, & Rhoden, 2007; Roche et al., 2008; Rodriguez-Valverde et al.,
2009), we observed substantial variability in the length of conditional discrimination
training. It is worth noting that despite the large number of relations participants had to
learn, training was relatively short. This was probably due to the use of an orderly
sequence of trials in which each new relation was trained only after the participant had
met the mastery criterion for the previous relation or set of relations being trained.
Conditioning and transfer of respondent elicitation and avoidance-evoking
functions. Taking the total amount of participants in both experiments as a whole, we
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found that during conditioning 41 out of 43 participants met the avoidance/approach
criterion, and that 29 of those also met the respondent conditioning criterion. In
addition, a good number of participants (33 out of 41) showed transfer of
avoidance/approach functions to non-directly conditioned stimuli (that is, showed
avoidance to D1 or/and F1 and approach responses to D2 or/and F2), but only half of
them (16) showed transfer of respondent elicitation (i.e., showed larger SCRs to
D1/F1than to D2/F2). It is worth noting that the use of a differential conditioning
procedure wherein Class 1 stimuli acquired aversive functions while Class 2 stimuli
acquired appetitive functions, served methodological control purposes and was very
effective in establishing clearly distinct responses for each class during conditioning and
transfer. For instance, no participant produced approach responses to Class 1 stimuli,
and there were almost no avoidance responses to Class 2 stimuli; besides, only minimal
elicited SCRs to Class 2 stimuli were observed. Overall, these findings show that
avoidance responding is easily acquired and that avoidance-evoking functions easily
transfer to stimuli with no direct aversive conditioning history. More interestingly, they
show that avoidance responding may occur and transfer in the absence of noticeable
conditioned fear responses to the stimuli being avoided.
These results replicate previous findings on the transfer of respondent elicitation
and avoidance-evoking functions (e.g., Augustson & Dougher, 1997; Dougher et al.,
1994; Dymond et al., 2007; Roche et al., 2008; Rodrguez-Valverde et al., 2009) and
add to them in several respects. First, as in Auguston and Dougher (1997), a strict
criterion was established to determine whether transfer had occurred, namely,
performance on the first stimulus presentation of each class. The demonstration of
transfer during the first test trial with any stimulus is an important proof of derived
effects, because it is obtained prior to the participant experiencing any contingencies
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(either experimentally implemented or inferred by the participant) with that very
stimulus. Second, transfer of functions was assessed before the equivalence test, which
rules out the impact of contiguity and second-order conditioning as potential
explanations for transfer effects (see Dymond & Rehfeldt, 2000).
The third and critical way these results add to previous findings relates to the
fact that this study included the simultaneous measurement of both respondent and
operant responses throughout the procedure. Although transfer of respondent extinction
and of avoidance-evoking functions is a well-known phenomenon now, this is the first
time that both types of responses were collected concurrently in the same experiment.
Besides, this preparation is relevant because of the interesting results it has yielded in
this regard, namely the lack of synchronicity between respondent elicitation and
avoidance responding. As mentioned previously, many participants learned to produce
avoidance responses to stimuli that did not elicit an increase in autonomic arousal (A
and B stimuli), and showed derived transfer of these avoidance responses to other
stimuli in an equivalence relation with the former (D and/or F), again in the absence of
any increase in elicited autonomic arousal to these stimuli. The main difference with
prior studies on the transfer of respondent elicitation (e.g. Dougher et al., 1994;
Rodrguez-Valverde et al., 2009) was that in the present study participants could
produce avoidance responses to prevent shock. Accordingly, this seems the most likely
and parsimonious explanation for the observed lack of elicited SCRs. In other words, it
might be the case that, for a significant number of participants, the eliciting functions of
the stimuli (during both conditioning and the transfer tests) were altered by the
availability of the opportunity to avoid. This is consistent with findings in the clinical
literature showing that the availability of opportunities to engage in avoidance (in the
form of safety behaviors) for patients with anxiety disorders may have a fear reduction
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effect (e.g., Rachman, Radomsky, &Shafran, 2008). We agree with authors like De
Houwer, Vandorpe, and Beckers (2005), and Hermans et al. (2006), that the analysis of
verbal processes occurring during the experimental tasks (e.g., rules about the
occurrence of shock or about how to avoid it) is key for understanding conditioning in
humans. In our opinion, this sort of analysis may shed light on the reasons why
avoidance behavior had a fear reduction effect in the presence of shock-related cues
(cues that signaled impending shock). Propositional models like Lovibonds expectancy
theory of avoidance (Lovibond, 2006) seem a particularly appropriate option (from a
cognitive point of view) to explain these findings. Basically, during avoidance
conditioning participants would formulate the rule that shock will not be presented once
avoidance responding (that has been effective in the past) is produced. Accordingly,
presence of a shock-signaling stimulus would not elicit significant fear if the participant
were certain that they would have the opportunity to avoid (as was the case in these
experiments with the green context).
The effect of respondent extinction on avoidance behavior
As previously mentioned, our main goal was to examine the impact of
respondent extinction on both directly conditioned and derived avoidance, as an
exploratory analogue of exposure therapy. Accordingly, for the analysis of the impact of
respondent extinction, we only considered participants who (1) had shown differential
SCR conditioning and avoidance conditioning to A1/B1 (in Phase 2); and (2) had
produced derived avoidance responses to D1 and/or F1 (in Phase 3: transfer test).
In Experiment 1, respondent extinction in the same context in which aversive
conditioning took place did not prevent avoidance for 66.7% participants (6 out of 9). It
is important to notice that most of them (4/6) showed a recovery of previously
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extinguished elicited SCRs in the context of avoidance. This fear-renewal effect has
been reported in the experimental and clinical literature on the context-sensitivity of
extinction (Craske & Mystkowski, 2006; Hermans et al., 2006; Neumann &
Longbottom, 2008; Vansteenwegen et al., 2006). The use of extinction in multiple
contexts has been presented as a way to reduce fear renewal and hence avoidance
(Hermans et al., 2006). In Experiment 2, we found that instructing participants that the
avoidance context was similar to the extinction context, served to significantly reduce
(almost eliminate) the fear-renewal effect (only one out of 10 participants showed
elicited SCRs to Class 1 stimuli when back to the avoidance context). Contrarily to
what is assumed, however, the reduction of elicited fear responses did not lead to less
avoidance: nine out of 10 participants continued producing avoidance responses to
Class 1 stimuli when back to the avoidance context. Apparently, context-similarity
training served to potentiate the lack of synchronicity between fear and avoidance
responses already observed in Experiment 1. Perhaps the participants expectations of
being shocked againas most of them indicated at the end of the study by informal post-
task reports played an important role (i.e., rules like: white and green are similar, but
pressing Q with the green circle works to prevent shock for sure, so Ill keep doing it
just in case). Again, we believe that this points to the potential relevance of further
research on the role of verbal processes (i.e., of rules such as expectations, beliefs, or
verbal formulation of past experiences) on avoidance conditioning and generalization.
In addition, the present findings have shown that trying to control avoidance
behavior just by extinguishing previously conditioned fear responses is a difficult
endeavor. Exposure can be conceived of as a strategy intended not only to the extinction
of conditioned fear responses, but also to disconfirming (i.e., changing the content of)
rules about avoidance in the feared situation or event (e.g., Now this is safe; nothing
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bad really happens if I stand the situation) (e.g., Salkovskis, Hackmann, Wells, Gelder,
& Clark, 2007). In regard to this, we believe that it is worth considering the evidence
showing the futility (at least in some situations and for some individuals) of attempts to
changing the content of avoidance rules, and the potential utility of addressing the
function of those rules (as an intervention target) as the key for the maintenance of
pathological avoidance (Hayes, Wilson, et al., 1996). Accordingly, interventions aimed
at altering the believability of avoidance rules may well be an alternative to traditional
exposure-like techniques in targeting resistant forms of avoidance responding (see
Luciano et al., 2012, for an experimental analogue preparation).
We would like to point out some caveats in regard to the features of this study.
First, the participants expectations were not measured throughout the procedure, so no
information was obtained about what rules the participants were deriving and following
when they continued avoiding in the absence of noticeable fear responses. Although
concurrent measurement of expectancies has pros and cons (e.g., producing expectancy-
ratings on a trial by trial basis might interfere with physiological measures of
responding, or might have an effect on the very acquisition of conditioning), future
research might provide creative ways to target the symbolic nature of these experiences,
as indicated by De Houwer et al. (2005). Second, our preparation did not incorporate
specific conflicting contingencies for avoidance and non-avoidance other than the
presence or absence of shock. This was intended to make sure that avoidance was a
direct consequence of the aversive elicitation functions of Class 1 stimuli, and not
related to the loss of any additional short/long term appetitive consequences. However,
future studies might test whether the occurrence of additional contingencies for non-
avoidance enhances the effect of respondent extinction on avoidance responding. Third,
the conditional discrimination training procedure employed here, presented both the
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sample and comparison stimuli simultaneously on the screen. It could be argued that
this might have resulted in unintended training of bidirectional relations, and thus that
equivalence occurred on the basis of directly trained symmetry. There is evidence,
however, that nonhumans and preverbal humans fail symmetry tests after conditional
discrimination training in the same format as that employed in the present series.
Additionally, no study has shown that the simultaneous presentation of sample and
comparison stimuli is a critical variable in determining whether or not derived relations
emerge during test trials. Finally, future studies might introduce a between-subjects
control condition in which participants were not presented with respondent extinction,
in order to gain further information about the role of such manipulation on subsequent
avoidance responding.
Conclusions
While exposure therapy is the treatment of choice for anxiety disorders (e.g.,
Deacon & Abramowitz, 2004), the processes that might be responsible of its
effectiveness are still in need of further analysis for a complete understanding.
Researchers have claimed for the need of analogue studies on how anxiety disorders are
developed and also on the mechanisms of the exposure techniques used to treat those
disorders (Abramowitz, in press; Craske & Mystkowski, 2006; Hermans et al., 2006).
Here we have presented translational research in which a commonly reported clinical
phenomenon, namely the use of exposure techniques and their effects on avoidance
behavior, was translated into basic processes to be tested in the laboratory context.
Specifically, with the present series of experiments we aimed at creating an analogue
that functionally matched, as closely as possible, a clinical situation in which the
therapist made in vivo exposure to the feared event in the same context where fear was
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conditioned (white circle) but not in the context where avoidance behavior usually
occurs (green circle). In such hypothetical clinical situation, treatment would be over
once the patient successfully underwent successful extinction of conditioned fear
responses to the feared object and related events, and she could stay calm in the
conditioning/extinction context. However, what our results show is that as soon as the
patient is back to the context where it is possible to engage in avoidance responding
(green context), she continues to produce avoidance responses to the feared event and to
other stimuli in an equivalence relation with the former (Experiment 1). Possibly, one
common reaction by the clinician in such situation would be to work with the patient
and teach her that the exposure context and the context in which avoidance occurs do
not have to be different, that is, that just as she can stay calm in the exposure context,
she could stay calm in the avoidance one (i.e. the instruction the white and green circle
are similar in Experiment 2). But again, according to our results, although this seems to
alleviate anxiety (reduction of fear responses), the patient would continue to show
avoidance responding to the feared object when she had the chance to (i.e. the findings
in Experiment 2). Given that in this experimental series we have found a very little
effect of respondent extinction on avoidance, and in a attempt to further understand
what exposure techniques are made of, and under which conditions they work,
subsequent studies from our lab have incorporated a personal values context a
meaning and the practice of defusion from thoughts and sensations about impending
shock, in order to facilitate non-avoidance, with highly promising results (Luciano,
Valdivia, et al., 2012). We hope that this line of research will improve our
understanding of the process of change underlying the effectiveness of exposure
techniques for the treatment for anxiety disorders.
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