This is an extensive summary of all the literature and lectures to be studied for the second exam of Mood, Anxiety & Psychotic Disorders year 2023/24. Marked in green are parts that I deemed especially important, but this is of course quite subjective.
Contents
Lecture 7: Acquisition of Fear.................................................................................................................3
History and basics of conditioning......................................................................................................3
Fear conditioning in the lab................................................................................................................4
Fear conditioning in the brain.............................................................................................................5
Criticism of traditional learning theory...............................................................................................5
Contemporary fear learning...............................................................................................................6
Fear acquisition and clinical fear and anxiety.....................................................................................7
Mineka & Zinbarg (2006): A Contemporary Learning Theory Persective on the Etiology of Anxiety
Disorders................................................................................................................................................8
Specific phobia....................................................................................................................................8
Social phobia....................................................................................................................................10
Panic disorder with and without agoraphobia..................................................................................10
Posttraumatic stress disorder...........................................................................................................12
Generalized Anxiety Disorder...........................................................................................................12
Obsessive-Compulsive Disorder........................................................................................................13
Conclusions.......................................................................................................................................14
Lenaert et al. (2014): Aversive learning and generalization predict subclinical levels of anxiety: A six-
month longitudinal study.....................................................................................................................14
Design...............................................................................................................................................15
Methods...........................................................................................................................................15
Results..............................................................................................................................................15
Discussion.........................................................................................................................................16
Lecture 8: Deconstructing fear memory: Extinction and reconsolidation.............................................17
Disrupting memory consolidation.....................................................................................................19
Craske et al. (2014): Maximizing exposure therapy: An inhibitory learning approach..........................20
Inhibitory learning model of extinction............................................................................................20
Deficits in inhibition and anxiety disorders.......................................................................................21
Inhibitory learning versus habituation and behavioral testing approaches to exposure...................21
Therapeutic strategies for enhancing inhibitory learning and retrieval............................................22
Therapeutic strategy for enhancing inhibitory regulation.................................................................24
Case studies......................................................................................................................................25
Elsey & Kindt (2017): Tackling maladaptive memories through reconsolidation: From neutral to
clinical science......................................................................................................................................27
Lecture 9: Intrusive Thinking................................................................................................................28
,Visser et al. (2020): Intrusive thinking across neuropsychiatric disorders: From molecules to free will
..............................................................................................................................................................29
Abstract............................................................................................................................................29
Introduction......................................................................................................................................30
What are the everyday manifestations of intrusions and their control?...........................................30
What are the main manifestations of intrusive thinking in mental health disorders?......................33
Revisiting the definition of intrusive thinking: A synthesis................................................................37
How to best study the processes underlying intrusive thinking and its control................................39
Summary of commonly used methods and desiderata for invesitgating intrusive thinking..............43
Lecture 10: The Psychology of Suicidal Behavior..................................................................................45
O’Connor & Nock (2014): The Psychology of Suicidal Behaviour..........................................................48
Introduction......................................................................................................................................48
Epidemiology....................................................................................................................................48
Multifactorial causes and the role of psychiatric disorders...............................................................49
Psychological theories of suicidal behaviour.....................................................................................49
Psychological risk and protective factors..........................................................................................51
Psychological treatment...................................................................................................................55
Key directions for psychological research.........................................................................................56
Lecture 11: Mood instability in the context of bipolar spectrum disorder............................................56
Broome et al. (2015): Mood Instability: Significance, Definition and Measurement............................59
Defining and measuring mood instability.........................................................................................59
Investigations and implications of mood instability..........................................................................59
Vannucci et al. (2022): Positive moods are all alike? Differential affect amplification effects of ‘elated’
versus ‘calm’ mental imagery in young adults reporting hypomanic-like experiences.........................60
Introduction......................................................................................................................................60
Method.............................................................................................................................................61
Procedure.........................................................................................................................................61
Measures..........................................................................................................................................61
Discussion.........................................................................................................................................62
Lecture 12: Distorted Reality: Psychotic Symptoms..............................................................................63
Kapur (2003): Psychosis as a State of Aberrant Salience: A Framework Linking Biology,
Phenomenology, and Pharmacology in Schizophrenia.........................................................................67
Dopamine as the “Wind of the Psychotic Fire”.................................................................................67
Dopamine as a Mediator of Motivatonal Salience............................................................................67
Psychosis as a Disorder of Aberrant Salience....................................................................................68
Dampening of Aberrant Salience by Antipsychotics..........................................................................69
, Implications and Predictions of This Model......................................................................................70
Relationship to Other Models and Ideas...........................................................................................70
Qualifications and Boundaries..........................................................................................................71
Hasson-Ohayon et al. (2017): The Special Challenges of Psychotherapy with Person with Psychosis:
Intersubjective Metacognitive Model of Agreement and Shared Meaning..........................................71
Constructing Agreement as an Intersubjective Process: Three Foundational Challenges in
Psychotherapy with Persons with Psychosis.....................................................................................72
Possible Paths for Resolutions of the Barriers to Agreement and Shared Meaning: Metacognition
and Empathy.....................................................................................................................................73
Summary, Conclusions and Additional Considerations.....................................................................74
Balter (2014): Talking Back to Madness................................................................................................75
Stress and vulnerability.....................................................................................................................75
Sandy’s CBT.......................................................................................................................................76
Lecture 7: Acquisition of Fear
Anxiety disorders:
Very common;
1/14 people worldwide affected.
Focus this lecture: early learning experiences.
History and basics of conditioning
Ivan Pavlov: classical conditioning.
Aspects:
o Neutral stimulus (NS);
Lead to OR.
o Orientation response (OR);
o Unconditioned stimulus (US);
Leads to UR.
o Unconditioned response (UR);
CS + US -> UR.
o Conditioned stimulus (CS);
Leads to CR.
o Conditioned response (CR).
John B. Watson: fear comes from learning experiences.
Contrast to existing view that fear is innate.
‘Little Albert’ study: loud noise (US) which the baby feared (UR) whenever baby began to play
(OR) with white rat (NS). This way, they trained the infant to fear (CR) the rat (CS).
o Illustrates Pavlovian (classical) conditioning.
o Generalization to other animals and objects.
Fear response (UR) shifts from aversive stimulus (US) to previously neutral stimulus (CS).
Associative learning can also lead to unlearning of conditioned response.
Why does fear persist as CS is “harmless”?
Two-process model (O.H. Mowrer):
o Fear acquisition: classical conditioning;
o Maintenance of fear: operant conditioning.
Avoidance of feared object (CS) -> decrease fear -> increase in avoidance
behaviour.
Prevents someone from learning that fear for CS is unfounded, and
so fear persists.
Fear conditioning in the lab
Animal research:
Sound (CS) -> electric shock (US).
CR: freezing.
Human research:
Spider (CS) -> electric shock (US).
CR: two ways of meauring.
o Subjective: US expectation;
o Physiological: startle response, skin conductance.
Differential fear response: CS- used as control condition, then
compared to CS+.
o CS+ for 8 seconds, then US (shock);
o Startle probe right before US, height of anticipation (fear) to
US.
o CS- for 8 seconds, startle probe after 7 seconds, no US.
o After conditioning: US-expectancy higher for CS+ than for CS-.
Indicative of fear learning.
o After conditioning: startle response stronger to CS+ than for CS-, and NA.
Indicative of fear learning.
Noise alone (NA) used to see if CS- is truly at baseline.
Spider in hand is CS-.
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