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Pain and mere tastes
Published in David Bain, Michael Brady, Jennifer Corns, Philosophy of Suffering, 2019
The most radical examples of rapid hedonic shifts are exhibited by what is known as conditioned taste aversion (CTA), or the Garcia effect (see, e.g., Garcia et al., 1974). CTA occurs when a distaste for a particular substance develops due to a single event that leads to the association of negative symptoms (primarily, nausea) with that substance. As the name attests, “conditioned taste aversion” is considered a (somewhat special – see below) example of classical conditioning or associative learning. More specifically, CTA is considered to be an instance of evaluative conditioning (EC), which is characterized by the psychological literature as the associative transfer of valence – i.e., as the process of acquiring likings/dislikings through associative learning or conditioning (see, e.g., De Houwer 2001, Rozin and Zellner 1985). EC occurs when changes in the valence of experiences of a stimulus result from pairing that stimulus with other “positive” or “negative” stimuli (i.e., stimuli that evoke experiences with positive or negative valence, respectively). Throughout multiple events (or laboratory trials), a neutral stimulus (e.g., a sound or a “neutral” taste) is paired with an affective stimulus (e.g., a “positive” taste), resulting in the transfer of the valence from experiences of the affective stimulus to experiences of the “neutral” (or differently valenced) stimulus. EC is canonically considered the standard process of acquiring tastes.24
The History of CBT
Published in Marcia L. Rosal, Cognitive-Behavioral Art Therapy, 2018
From about 1913 to around 1960, many social scientists researched overt, observable behavioral phenomena. For example, Pavlov (1927) introduced the principle of classical conditioning where an unconditioned stimulus was continuously paired with a neutral stimulus; eventually the neutral stimulus elicited the unconditioned response even when the original stimulus was absent. His experiments were conducted on dogs and the unconditioned stimulus was food. Research undertaken by Skinner (1953) evolved into what we now know as behavior modification, and began with the principle of operant conditioning. According to Skinner, behaviors can be either eliminated or encouraged by the events that follow the exhibition of those behaviors. The research that followed the development of these two main principles led to the theory that maladaptive behavior is learned. The treatment interventions based on these principles of learning became known as behavior therapy.
Integrative Attachment Informed Cognitive Behavioral Play Therapy (IAI-CBPT) for Children With Medical Trauma
Published in Lawrence C. Rubin, Handbook of Medical Play Therapy and Child Life, 2017
Cognitive Behavioral Therapy (CBT) developed from the integration of play therapy and cognitive behavioral therapies. Aaron Beck developed Cognitive Therapy (1963, 1964, 1972, 1976) based on the concept that cognition impacts emotion and by changing cognitions, emotions can be changed. Beck proposed that irrational thoughts were related to negative affect, and that helping patients develop more rational thought could lead to decreased pathology. Within Cognitive Therapy, it is not the situation one finds himself in but rather his cognitive assessment of the situation. Therapy can involve identifying and changing cognitions and actively replacing them with positive self-statements. Behavioral therapies are based on operant or classical conditioning and social learning theories. Operant conditioning explains how reinforcement and punishment can change the frequency of a behavior. Classical conditioning is based on associations between two stimuli, which results in a neutral stimulus developing the reaction of the stimuli with which it is linked. Modeling of behaviors and learning by the observer is described by Social Learning Theory. Susan Knell (1993, 2000a, 2000b, 2009) and Knell and Dasari (2009, 2010) developed Cognitive Behavioral Play Therapy (CBPT) to extend CBT to young children in a developmentally appropriate manner. CBPT is brief, instructional, and goal directed. As with other cognitive behavioral strategies, CBPT playfully and through the use of expressive/creative media allows the child to consider how thoughts impact feelings and behaviors.
The Influence of Discrete Negative and Positive Stimuli on Recognition Memory of Younger vs. Older Adults
Published in Experimental Aging Research, 2021
Merve Boğa, Burcu Günay, Aycan Kapucu
We examined the effects of self-relevance of stimuli on memory of both younger and older adults. Happiness-related photos were rated with highest self-relevance compared to other stimuli by both age groups. Similarly, previous studies found that positive stimuli were reported to be more personally important than negative or neutral stimuli (Tomaszczyk et al., 2008). In contrast to previous findings (Montagrin et al., 2013; Tomaszczyk et al., 2008), however, self-relevance did not affect memory performance in the current study. Happiness-related photos rated with highest self-relevance were not recognized better than other items in neither age group. Surprisingly, disgust-related pictures were rated with lowest self-relevance, yet younger adults recognized disgust-related stimuli better than other stimuli. Results pointed out to a reporting bias for positive stimuli in self-relevance ratings.
Shaken & Stirred: effect alcohol portrayals in movies on attitudes toward alcohol and self-alcohol associations
Published in Journal of Substance Use, 2020
Oulmann Zerhouni, Laurent Bègue, Elisa Sarda, Douglas Gentile
We first hypothesize that attitudes toward alcohol (i.e., the tendency to automatically associate alcohol and a positive or negative evaluative feature) will be changed via exposure between alcohol portrayals and an evaluative response caused by the narrative. This is typically an application of the evaluative conditioning effect, in which an initially neutral stimulus acquires the valence of a non-conditioned stimulus due to repeated pairings (Hofmann et al., 2010). In the present research, we define the non-conditioned stimulus as the evaluative response elicited by the media, while the conditioned stimulus is alcohol. Thus, our first hypothesis is that a change in attitudes toward alcohol would depend on the evaluative response elicited by the narrative, that is, a negative response would lead to more negative attitudes.
Getting Specific about Emotion and Self-Inflicted Injury: An Examination Across Emotion Processes in Borderline Personality Disorder
Published in Archives of Suicide Research, 2020
Skye Fitzpatrick, Richard Zeifman, Lillian Krantz, Shelley McMain, Janice R. Kuo
Participants were told that they would see one of three instructions preceding each image; participants were told to simply react as they normally would when the instruction read “REACT”. This allowed for a measure of general emotional reactivity to the negative stimuli after accounting for general reactivity to neutral stimuli. Participants were told to observe and accept emotional experiences without judging the experience or attempting to reject, suppress, or maintain the emotion (mindfulness regulation) when the instruction read “NOTICE”. Conversely, participants were told to distract themselves by thinking of something emotionally neutral while keeping their eyes on the screen (distract regulation) when the instruction read “DISTRACT”. Participants engaged in 10 practice trials following these instructions before engaging in the experimental paradigm.