Effects of Arousal and Stress in Anxiety
This study has several parts. One part will examine the influence of factors such as personality and past experience on reactions to unpleasant stimuli. Others will examine the effect of personality and emotional and attentional states on learning and memory.
When confronted with fearful or unpleasant events, people can develop fear of specific cues that were associated with these events as well as to the environmental context in which the events occurred via a process called classical conditioning. Classical conditioning has been used to model anxiety disorders, but the relationship between stress and anxiety and conditioned responses remains unclear. This study will examine the relationship between cued conditioning and context conditioning . This study will also explore the acquisition and retention of different types of motor, emotional, and cognitive associative processes during various tasks that range from mildly arousing to stressful.
|Official Title:||Effects of Arousal and Stress on Classical Conditioning|
|Study Start Date:||June 2001|
Classical conditioning theories have long played a role in models and treatment of anxiety disorders, but important questions remain. One significant issue is the nature of aversive responses elicited by aversively conditioned stimuli. We argue that the conditioning of discrete cues models fear, and the conditioning of contextual stimuli and long-duration cues models anxiety. One aim of this proposal is to characterize the psychophysiological, emotional, and biological concomitants of these different types of conditioning. Another aim is to examine the impact of prior stress on conditioned fear responses. Stress affects limbic regions that are implicated in learning and memory, as well as mood and anxiety disorders, suggesting that stress impairs limbic-mediated components of associative learning. We hypothesize that stress will have little impact on implicit motor learning, but will affect associative learning that is dependent on the hippocampus. We will explore the effect of stress on acquisition and retention of different types of motor (cerebellum-dependent), emotional (amygdala-dependent), and cognitive (hippocampus-dependent) associative processes.
|Contact: Christian Grillon, Ph.D.||(301) email@example.com|
|United States, Maryland|
|National Institutes of Health Clinical Center, 9000 Rockville Pike||Recruiting|
|Bethesda, Maryland, United States, 20892|
|Contact: For more information at the NIH Clinical Center contact Patient Recruitment and Public Liaison Office (PRPL) 800-411-1222 ext TTY8664111010 firstname.lastname@example.org|
|Principal Investigator:||Christian Grillon, Ph.D.||National Institute of Mental Health (NIMH)|