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At least 19 recordsLinked to original sources

PubMed1999

Common fears: a comparison of adolescents' self-generated and fear survey schedule generated fears.

Investigations into normative fear in adolescence have indicated that the most common fears are consistently death-related and danger-related. Assessments have most commonly been made from self-reports on fear survey schedules. The aim of the present study, therefore, was to determine whether adolescents would provide responses comparable to those generated through the use of a fear survey schedule when asked to list their 3 greatest fears. A total of 439 adolescents aged 11 to 18 years (237 girls, 201 boys, 1 sex not reported) listed their greatest fears; then they completed the 78-item Fear Survey Schedule for Children-II (E. Gullone & N. J. King, 1992). Consistent with past research, the 10 most common fears generated via the fear schedule related to death and danger. However, on the whole, the self-generated fears deviated from the death and danger theme, also including fear of failure, fear of animals, and fear of the unknown. A tendency toward global responses in self-generated fears appeared to encompass the majority of specific death-related fears included in the fear schedule, thus allowing for other predominant fears to be listed among the 3 most common.

Adolescent↗

PubMed1989

Observational conditioning of fear to fear-relevant versus fear-irrelevant stimuli in rhesus monkeys.

Two experiments examined whether superior observational conditioning of fear occurs in observer rhesus monkeys that watch model monkeys exhibit an intense fear of fear-relevant, as compared with fear-irrelevant, stimuli. In both experiments, videotapes of model monkeys behaving fearfully were spliced so that it appeared that the models were reacting fearfully either to fear-relevant stimuli (toy snakes or a toy crocodile), or to fear-irrelevant stimuli (flowers or a toy rabbit). Observer groups watched one of four kinds of videotapes for 12 sessions. Results indicated that observers acquired a fear of fear-relevant stimuli (toy snakes and toy crocodile), but not of fear-irrelevant stimuli (flowers and toy rabbit). Implications of the present results for the preparedness theory of phobias are discussed.

Animals↗

PubMed2003

The Koala Fear Questionnaire: a standardized self-report scale for assessing fears and fearfulness in pre-school and primary school children.

The Koala Fear Questionnaire (KFQ) is a standardized self-report scale for assessing fears and fearfulness in children aged between 4 and 12 years. The current article presents six studies which examined the reliability and validity of the KFQ. Study 1 (N=108) demonstrated that the visual fear scales of Koala bears as employed in the KFQ are highly comparable to the standard 3-point scales that are used in other childhood fear measures. Study 2 (N=163) provided support for the convergent validity of the KFQ in a sample of 8- to 14-year-old children. That is, the scale correlated substantially with alternative measures of childhood fear and anxiety. Study 3 (N=189) showed that the KFQ possesses good internal consistency and test-retest stability in a group of 8- to 11-year-old children. The results of Studies 4 (N=129) and 5 (N=176) indicated that the KFQ is suitable for children aged 4 to 6 years and demonstrated that the psychometric properties of the scale in younger children are highly similar to those obtained in older children. Study 6 (N=926) showed that the factor structure of the KFQ was theoretically meaningful: although the data clearly pointed in the direction of one factor of general fearfulness, spurs of the commonly found five-factor solution of childhood fear were found in the KFQ. Altogether, the KFQ seems to be a valuable addition to the instrumentarium of clinicians and researchers who are working with fearful and anxious children.

Aging↗

PubMed2003

Fear information and the development of fears during childhood: effects on implicit fear responses and behavioural avoidance.

Field, Argyris and Knowles (Behav Res Ther 39 (2001) 1259), and Field, Hamilton, Knowles and Plews (Behav Res Thera 41 (2003) 113) have developed a prospective paradigm for testing Rachman's (Behav Res Ther 15 (1977) 375) proposition that fear information is important in the development of fears and phobias in children. Despite this paradigm being an advance on retrospective reports, the research so far has been restricted to self-reported fear beliefs measured after the information is given. This gives rise to two possible shortcomings: (1) the effects could simply reflect demand characteristics resulting from children conforming to the experimental demands, and (2) although fear information changes beliefs, this might not translate into the behavioural change that would be expected if this information has a powerful effect relevant to the development of pathological fear. This paper describes an experiment that attempts to address these concerns by improving Field et al.'s (2001, 2003) basic paradigm but with the addition of two measures: (1) a behavioural measure of avoidance, and (2) an implicit attitude task that should not be susceptible to deliberate attempts to conform to experimental demands. The result showed that negative and positive information have dramatic, and opposite, effects on self-reported fear beliefs, behavioural avoidance and implicit attitudes. There were no effects of gender on any of these results. This study fully supports Rachman's model and suggests that past work does not merely reflect demand characteristics and that fear information increases behavioural avoidance as well as fear beliefs.

Animals↗

PubMed2003

Fearfulness and sex in F2 Roman rats: males display more fear though both sexes share the same fearfulness traits.

The pattern of sex differences in a large sample (about 400 for each sex) of F2-generation rats, derived from inbred Roman high- and low-avoidance strains differing in fearfulness and brain functioning, was investigated. We obtained measures from responses to a battery of novel/threatening tests [open field (OF), plus maze (PM), hole board (HB), activity (A), and acoustic startle reflex (ASR)] as well as learned fear paradigms [classical fear conditioning (CFC) and shuttlebox avoidance conditioning (SAC)]. The results showed that almost all behaviors assessed fit with a pattern of unidirectional sex effects characterized by male rats as being more fearful than females: males defecated more than females in the OF, PM, HB, ASR, and CFC; ambulated less in the OF, PM, A, and SAC; showed more self-grooming in PM and HB; explored the open arms of the PM and the holes of the HB less; displayed enhanced ASR; and showed poorer performance in the SAC task. We applied two factor analyses to each sex showing that, in general, they shared a common three-factor structure: a Learned Fear Factor comprising SAC and CFC responding, a Fear of Heights/Open Spaces Factor with the highest loadings for open arm behavior in the PM, and an Emotional Reactivity Factor, mainly grouping defecations, ambulation, and self-grooming. These results indicate that the essential components of fearful behavior are similar for both sexes in an inbred but genetically heterogeneous population.

Animals↗

PubMed1987

Panic disorder and agoraphobia: fear of fear or fear of the symptoms produced by hyperventilation?

Two versions of the fear-of-fear hypothesis of panic disorder are discussed. The fear-of-the-somatic-effects-of-fear version, which is distinguished from the classical conditioning version, is compared with the hyperventilation theory of panic disorder and agoraphobia. The fear-of-the-somatic-effects-of-fear hypothesis is criticized on the basis of its inability to explain adequately (a) the initiation of panic attacks, (b) the growth in intensity of panic attacks, and (c) the termination of panic attacks. The tenability of the hyperventilation theory is supported by evidence from programs of treatment derived from the basic assumptions of the theory.

Agoraphobia↗

PubMed2000

Dishabituation processes in height fear and dental fear: an indirect test of the non-associative model of fear acquisition.

The fear dishabituation hypothesis described in the non-associative model of fear acquisition was tested in a longitudinal birth cohort study. Results were consistent with height fear and phobia dishabituation. That is, 're-emergence' of a fear of heights occurred between age 11 and 18 years among individuals who reported higher levels of non-specific stress at age 15. Interestingly, there was no evidence for dental fear dishabituation--a finding consistent with the non-associative model of fear acquisition. Strengths and weaknesses of the study were considered and the results discussed in relation to laboratory-based findings on (dis)habituation.

Adolescent↗

PubMed2001

Fears, phobias, and preparedness: toward an evolved module of fear and fear learning.

An evolved module for fear elicitation and fear learning with 4 characteristics is proposed. (a) The fear module is preferentially activated in aversive contexts by stimuli that are fear relevant in an evolutionary perspective. (b) Its activation to such stimuli is automatic. (c) It is relatively impenetrable to cognitive control. (d) It originates in a dedicated neural circuitry, centered on the amygdala. Evidence supporting these propositions is reviewed from conditioning studies, both in humans and in monkeys; illusory correlation studies; studies using unreportable stimuli; and studies from animal neuroscience. The fear module is assumed to mediate an emotional level of fear learning that is relatively independent and dissociable from cognitive learning of stimulus relationships.

Animals↗

PubMed1995

Feared stimuli are expected in specific situations: the use of situationalism and fear expectancy in a self-report measurement of fears.

The Wildland Fear Expectancy Scale was developed to measure apprehension about visiting forested areas. The scale was administered to 1,337 middle-school and high-school students in the southeastern United States. Use of an expectancy approach and reference to a specific situation (day trip to a forest) produced results that diverged from studies that used generic fear surveys, although direct comparisons are not possible. The catastrophic event items were ranked lowest in contrast to general fear surveys, in which they are often at the top of rankings.

Adolescent↗

PubMed2004

A developmental analysis of self-reported fears in late childhood through mid-adolescence: social-evaluative fears on the rise?

BACKGROUND: The frequently reported decline in the overall frequency and intensity of fears during late childhood and adolescence may mask different developmental patterns for two broad subclasses of fears: fears concerning physical danger and fears concerning social evaluation. It was investigated if physical fears decrease between late childhood and mid-adolescence, while social-evaluative fears increase during this period. It was also studied if changes in both sets of fears are more strongly related to socio-cognitive maturity than to age, which itself is only a proxy measure of maturity. METHODS: A non-clinical sample of 882 children and adolescents (ages 8-18) was recruited for study. Fears were assessed using the Ollendick Fear Survey Schedule for Children-Revised (FSSC-R). A Principal Components Analysis (PCA) was conducted to study the factor structure of the Failure and Criticism subscale of the FSSC-R. Level of development was assessed using the Sentence Completion Test for Youth (SCT-Y), a measure of socio-cognitive maturity that is based on Loevinger's model, and measure, of ego development. RESULTS: The PCA of the Failure and Criticism subscale revealed three factors: Social Evaluation, Achievement Evaluation, and Punishment. As predicted, the significant decrease of overall fearfulness obscured two contradictory developmental patterns: (a) fears of physical danger and punishment decreased with age, whereas (b) fears of social and achievement evaluation increased with age. Hierarchical regression analyses showed that the age effect for social-evaluative fears was explained entirely on the basis of developmental differences in socio-cognitive maturity (controlling for verbal ability). In contrast, age was a better predictor of the decrease of physical and punishment fears (although socio-cognitive maturity still added to the predictive value of age). CONCLUSION: The expression of social evaluation fears during adolescence appears not atypical and might be a corollary of socio-cognitive maturation. At the same time, the natural presence of those fears during adolescence appears to constitute a vulnerability for developing a social anxiety disorder.

Adolescent↗

PubMed1993

The fear of fear concept: evidence in favour of multidimensionality.

In recent years, questions have been raised regarding the dimensionality of existing measures of fear of fear. This is an important issue that needs to be addressed if the dimension(s) of any scale purporting to assess fear of fear are to guide theory and research. One of the most widely used measures of fear of fear comprises a set of two scales: the Agoraphobic Cognitions Questionnaire (ACQ) and the Body Sensations Questionnaire (BSQ). In the present study, the dimensional nature of both measures was empirically examined using a confirmatory approach. It was also determined whether the dimensions are differentially related to a variety of state and trait measures of psychological functioning. The results pointed to multi- rather than unidimensionality of the fear of fear construct. Correlational and scale-level confirmatory analyses across time-points indicated that (a) fear of fear dimensions are elements of a replicable higher order Negative Affect/Neuroticism/General Emotionality/Instability component; (b) this superfactor emerges orthogonal to the stable higher order factors of Positive Affect, Phobic Fear (excluding Agoraphobic Fears), and Agoraphobia; and (c) anxiety and fear are distinct phenomena. Implications for the conceptualization and measurement of fear of fear are briefly discussed.

Adult↗

PubMed1996

What's the fear of? Using implosion to explore the bodily-injury fear complex.

The present study utilized implosive therapy scenes to assess fear reactions to cues hypothesized to be instrumental in the development and maintenance of bodily-injury phobia. In addition to a bodily mutilation stimulus, the cue areas targeted were loss of control and death fears. Twenty-six high-fear subjects and 24 low-fear subjects rated their fear while imagining that they were the woman depicted in four audiotaped scenes. A repeated measures analysis of variance detected significant group differences for the fear ratings, with the high-fear group reporting more fear than the low-fear group. Also, the high-fear group's skin conductance response amplitudes averaged across the four scenes were significantly higher than those of the low-fear group. Finally, the high-fear group's more pathological questionnaire scores were significantly different from the low-fear group's for both the Self-Control Schedule and the Lester Attitude Toward Death Scale. This study is the first to assess various components of bodily injury fear through the use of imagery while measuring across two response-modes.

Adolescent↗

PubMed2002

Distinct contributions of median raphe nucleus to contextual fear conditioning and fear-potentiated startle.

Ascending 5-HT projections from the median raphe nucleus (MRN), probably to the hippocampus, are implicated in the acquisition of contextual fear (background stimuli), as assessed by freezing behavior. Foreground cues like light, used as a conditioned stimulus (CS) in classical fear conditioning, also cause freezing through thalamic transmission to the amygdala. As the MRN projects to the hippocampus and amygdala, the role of this raphe nucleus in fear conditioning to explicit cues remains to be explained. Here we analyzed the behavior of rats with MRN electrolytic lesions in a contextual conditioning situation and in a fear-potentiated startle procedure. The animals received MRN electrolytic lesions either before or on the day after two consecutive training sessions in which they were submitted to 10 conditioning trials, each in an experimental chamber (same context) where they received foot-shocks (0.6 mA, 1 sec) paired to a 4-sec light CS. Seven to ten days later, the animals were submitted to testing sessions for assessing conditioned fear when they were placed for five shocks, and the duration of contextual freezing was recorded. The animals were then submitted to a fear-potentiated startle in response to a 4-sec light-CS, followed by white noise (100 dB, 50 ms). Control rats (sham) tested in the same context showed more freezing than did rats with pre- or post-training MRN lesions. Startle was clearly potentiated in the presence of light-CS in the sham-lesioned animals. Whereas pre-training lesions reduced both freezing and fear-potentiated startle, the post-training lesions reduced only freezing to context, without changing the fear-potentiated startle. In a second experiment, neurotoxic lesions of the MRN with local injections of N-methyl-D-aspartate or the activation of 5-HT1A somatodendritic auto-receptors of the MRN by microinjections of the 5-HT1A receptor agonist 8-hydroxy-2-(di-n-propylamino)tetralin (8-OH-DPAT) before the training sessions also reduced the amount of freezing and the fear-potentiated startle. Freezing is a prominent response of contextual fear conditioning, but does not seem to be crucial for the enhancement of the startle reflex by explicit aversive cues. As fear-potentiated startle may be produced in post-training lesioned rats that are unable to freeze to fear contextual stimuli, dissociable systems seem to be recruited in each condition. Thus, contextual fear and fear-potentiated startle are conveyed by distinct 5-HT-mediated circuits of the MRN.

8-Hydroxy-2-(di-n-propylamino)tetralin↗

PubMed1993

Backward masking and skin conductance responses after conditioning to nonfeared but fear-relevant stimuli in fearful subjects.

The present study examined two issues. Are skin conductance responses conditioned to fear-relevant stimuli, as contrasted with responses conditioned to fear-irrelevant stimuli, elicited after merely an automatic, nonconscious analysis of the stimulus content? Do fearful subjects show better conditioning to nonfeared but fear-relevant stimuli (e.g., conditioning to spiders in snake-fearing subjects) than do nonfearful subjects? Subjects afraid of snakes, but not of spiders, or vice versa (n = 32) and nonfearful subjects (n = 32) were shown either fear-relevant stimuli (snakes or spiders and rats) or fear-irrelevant stimuli (flowers and mushrooms) in a differential conditioning paradigm, where one of the stimuli was followed by an electric shock. During a subsequent extinction phase, the conditioned stimuli were presented under backward masking conditions, preventing their conscious recognition. Consistent with our hypothesis, during the masked extinction of the conditioned stimuli, differential skin conductance responses to conditioning and control stimuli remained only for subjects conditioned to fear-relevant stimuli. Both fearful and nonfearful control subjects had significantly larger differential electrodermal responses to fear-relevant than to fear-irrelevant stimuli. However, contrary to our hypothesis, fearful subjects did not show enhanced conditionability to their nonfeared but fear-relevant stimuli as compared with nonfearful control subjects.

Adolescent↗

PubMed2000

Women's fear of crime: the role of fear for the well-being of significant others.

A number of explanations have been suggested in the literature for the finding that women consistently report higher levels of fear of crime than males. The "shadow" hypothesis argues that fear of crime among females reflects fear of sexual assault. The "intimate" hypothesis argues that women's fear of crime is the result of exposure to intimate violence. Females' fear of crime is expected to be explained by their fear of partners' violence. The main argument of this article is that women's fear of crime might be the result of traditional family gender roles. When asked, women might express fear not only for their own well-being but for that of their children. A survey of a representative sample of women in the third largest city of Israel was used to test this assumption. Women's fear of crime was found to be affected by fear of sexual assault and fear of violent partners. In addition, consistent with the argument of this study, women's fear of violent and sexual victimization of their children had a significant effect on their perception of fear. Future directions for research are suggested.

Adolescent↗

PubMed1993

The fear of fear concept: stability, retest artefact and predictive power.

Three related issues concerning the theory, measurement and clinical utility of the fear of fear construct as operationalized by the Agoraphobic Cognitions and Bodily Sensations Questionnaires (Chambless, Caputo, Bright & Gallagher, Journal of Consulting and Clinical Psychology, 52, 1090-1097, 1984) were addressed: stability of ranked scores, stability of means (retest effect) and predictive ability. In addition to measures assessing moods and enduring personality traits, the relevant fear of fear scales (and introducing a companion frequency measure to the BSQ-intensity scale) were administered to somewhat over 60 clients with "panic disorder with agoraphobia" or "agoraphobia without a history of panic attacks" on two occasions, 3 months apart, with no intervention having taken place between first and second testing. As predicted, ranked fear of fear scores were highly stable. In addition, Howarth's mu index values pointed to the description of the fear of fear constructs in terms of traits. Specific fear of fear scales showed evidence of a retest effect. The short-term course of agoraphobic avoidance behaviour in untreated cases was predictable from specific fear of fear variables, even after controlling for their shared variance with pre-test measures of either state anxiety-panic or trait neuroticism. Implications of the findings are discussed.

Adult↗

PubMed2002

The role of amygdala glutamate receptors in fear learning, fear-potentiated startle, and extinction.

Using a paradigm known as fear-potentiated startle, we have examined the neurobiological substrates of Pavlovian fear conditioning. In these experiments, rats are trained to fear an initially neutral stimulus by pairing that stimulus with shock. The amount of fear elicited by the stimulus [i.e., now a conditioned stimulus (CS)] is later assessed by presenting startle-eliciting noise bursts both in the presence and also the absence of the CS. After training, startle responses are typically greater in the presence of the CS. Findings reviewed here suggest that amygdala N-methyl-D-aspartate (NMDA) receptors play a key role in triggering the neural changes that support fear learning and also the loss of fear that accompanies extinction training. Amygdala (+/-)-alpha-amino-3-hydroxy-5-methylisoxazole-4-propionic acid (AMPA) receptors also participate in fear learning. However, unlike NMDA receptor antagonists, AMPA receptor antagonists also block fear-potentiated startle when infused prior to testing. Very recent data indicate that glutamate metabotropic Group II receptor agonists also block fear learning when infused into the amygdala prior to training, and block fear-potentiated startle when infused prior to testing. A fuller understanding of the role of amygdala glutamate systems in fear and fear learning may suggest novel pharmacological approaches to the treatment of clinical anxiety disorders.

Acoustic Stimulation↗

PubMed2001

The ventral hippocampus and fear conditioning in rats. Different anterograde amnesias of fear after tetrodotoxin inactivation and infusion of the GABA(A) agonist muscimol.

Studies on the involvement of the rat hippocampus in classical fear conditioning have focused mainly on the dorsal hippocampus and conditioning to a context. However, the ventral hippocampus has intimate connections with the amygdala and the nucleus accumbens, which are involved in classical fear conditioning to explicit and contextual cues. Consistently, a few recent lesion studies have indicated a role for the ventral hippocampus in classical fear conditioning to explicit and contextual cues. The present study examined whether neuronal activity within the ventral hippocampus is important for the formation of fear memory to explicit and contextual cues by classical fear conditioning. Tetrodotoxin (TTX; 10 ng/side), which completely blocks neuronal activity, or muscimol (1 microg/side), which increases GABA(A) receptor-mediated inhibition, were bilaterally infused into the ventral hippocampus of Wistar rats before the conditioning session of a classical fear-conditioning experiment. Conditioning to a tone and the context were assessed using freezing as a measure of conditioned fear. TTX blocked fear conditioning to both tone and context. Muscimol only blocked fear conditioning to the context. The data of the present study indicate that activity of neurons in the ventral hippocampus is necessary for the formation of fear memory to both explicit and contextual cues and that neurons in the ventral hippocampus that bear the GABA(A) receptor are important for the formation of fear conditioning to a context. In addition, both bilateral muscimol (0.5 microg/side and 1 microg/side) and TTX (5 ng/side and 10 ng/side) infusion into the ventral hippocampus dose-dependently decreased locomotor activity in an open-field experiment.

Acoustic Stimulation↗