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dc.contributor.authorCraske, M.
dc.contributor.authorWaters, A.
dc.contributor.authorLindsey Bergman, R.
dc.contributor.authorNaliboff, B.
dc.contributor.authorLipp, Ottmar
dc.contributor.authorNegoro, H.
dc.contributor.authorOrnitz, E.
dc.identifier.citationCraske, M. and Waters, A. and Lindsey Bergman, R. and Naliboff, B. and Lipp, O. and Negoro, H. and Ornitz, E. 2008. Is aversive learning a marker of risk for anxiety disorders in children?. Behaviour Research and Therapy. 46 (8): pp. 954-967.

Aversive conditioning and extinction were evaluated in children with anxiety disorders (n=23), at-risk for anxiety disorders (n=15), and controls (n=11). Participants underwent 16 trials of discriminative conditioning of two geometric figures, with (CS+) or without (CS-) an aversive tone (US), followed by 8 extinction trials (4 CS+, 4 CS-), and 8 extinction re-test trials averaging 2 weeks later. Skin conductance responses and verbal ratings of valence and arousal to the CS+/CS- stimuli were measured. Anxiety disordered children showed larger anticipatory and unconditional skin conductance responses across conditioning, and larger orienting and anticipatory skin conductance responses across extinction and extinction re-test, all to the CS+ and CS-, relative to controls. At-risk children showed larger unconditional responses during conditioning, larger orienting responses during the first block of extinction, and larger anticipatory responses during extinction re-test, all to the CS+ and CS-, relative to controls. Also, anxiety disordered children rated the CS+ as more unpleasant than the other groups. Elevated skin conductance responses to signals of threat (CS+) and signals of safety (CS-; CS+ during extinction) are discussed as features of manifestation of and risk for anxiety in children, compared to the specificity of valence judgments to the manifestation of anxiety.

dc.titleIs aversive learning a marker of risk for anxiety disorders in children?
dc.typeJournal Article
dcterms.source.titleBehaviour Research and Therapy
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusFulltext not available

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