Effects of instructions and subject's need for approval on the conditioned galvanic skin response.

Hill, Frances A.

doi:10.1037/h0024263

Cited by 17 publications

(12 citation statements)

References 20 publications

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“…Early research by eook & Harris (1937) and Mowrer (1938) demonstrated the importance of verbally induced set in affecting the outcome of GSR conditioning. Their research, as weil as a large number of later studies, have supported the general conclusion that GSR magnitude can be reliably affected by sets and attitudes, induced either by in structions concerning the stimulus situation (e.g., Wickens, Allen, & Hili, 1963) or by infonnation concerning how to respond (e.g., Hill, 1967).…”

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confidence: 61%

Effects of instruction and interstimulus interval in human GSR conditioning

Swenson

Hill

1970

Psychon Sci

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Facilitating and inhibiting sets were given to 72 human Ss in a classical galvanic skin response (GSR) conditioning situation employing a within-S design. Three groups of 24 Ss each were given 4 UCS adaptation trials followed by 10 acquisition and 16 extinction trials. Three different interstimulus intervals (ISI) were included as a between-S variable. Both acquisition and extinction data revealed that GSR magnitude on facilitatory trials was significantly larger than on inhibitory trials (p< .01). Results further indicated that differential responding in accord with instructional set was not dependent upon an extended es-ues intervaJ.

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confidence: 61%

Effects of instruction and interstimulus interval in human GSR conditioning

Swenson

Hill

1970

Psychon Sci

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“…Skin conductance responses (SCRs) were computed using a modification of the formula reported by Hill (1967), (Logic (((RL -RL) *iO 9 ) + 1)), where R B = skin resistance at the initiation of the inflection and R A = the skin resistance at the point of maximum inflection. Skin conductance responses were organized into five 5-word blocks.…”

Section: Methodsmentioning

confidence: 99%

Orienting Task Effects on EDR and Free Recall in Three Age Groups

Zelinski¹,

Walsh²,

Thompson³

1978

Journal of Gerontology

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The present investigation was designed to examine the effects of orienting task-controlled processing on electrodermal response and free recall at two delay intervals for 94 young, 49 young-old (age 55 to 70), and 61 old-old (age 71 to 85) individuals. Subjects were presented with a list of 25 words and performed one of the following tasks: semantic, nonsemantic, or passive listening, presented in an incidental memory paradigm, or intentional memorization. Recall was obtained 2 min or 48 hours after list presentation. At the 2-min delay, the pattern of recall across tasks for the young-old and old-old subjects was similar to that of college students. Overall, the old-old recalled fewer words than the young and young-old, while the young-old recalled as many words as the young. After 48 hours, the task-related recall pattern was observed only in the young group. The skin conductance data indicated that task effects were similar across the three age groups and that response magnitude was lower in the old-old than the two younger groups. No differences in skin conductance were found between the young and young-old. Age differences in memory processing suggest that difficulties in delayed retrieval of semantically encoded words may increase during late adult years. Differences in electrodermal responses in the old-old compared to the young and young-old suggest that the range of autonomic responsivitiy to task demands may become restricted in advanced age.

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“…Participants can be instructed to regulate their fear responses conditioned via CS-US pairings. For instance, Hill (1967) told half of the participants to "prepare physiologically" for the possibility of a shock and that "the intelligent thing to do is to become conditioned" (facilitatory instructions). The other half of the participants were told that "it really doesn't make much sense to continuously respond to the tone" and that "the intelligent thing to do is to not become conditioned" (inhibitory instructions).…”

Section: Instructions About the Outcome Measuresmentioning

confidence: 99%

A review on the effects of verbal instructions in human fear conditioning: Empirical findings, theoretical considerations, and future directions

Mertens

Boddez

Sevenster

et al. 2018

Biological Psychology

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Fear learning reflects the adaptive ability to learn to anticipate aversive events and to display preparatory fear reactions based on prior experiences. Usually, these learning experiences are modeled in the lab with pairings between a neutral conditioned stimulus (CS) and an aversive unconditioned stimulus (US) (i.e., fear conditioning via CS-US pairings). Nevertheless, for humans, fear learning can also be based on verbal instructions. In this review, we consider the role of verbal instructions in laboratory fear learning. Specifically, we consider both the effects of verbal instructions on fear responses in the absence of CS-US pairings as well as the way in which verbal instructions moderate fear established via CS-US pairings. We first focus on the available empirical findings about both types of effects. More specifically, we consider how these effects are moderated by elements of the fear conditioning procedure (i.e., the stimuli, the outcome measures, the relationship between the stimuli, the participants, and the broader context). Thereafter, we discuss how well different mental-process models of fear learning account for these empirical findings. Finally, we conclude the review with a discussion of open questions and opportunities for future research.

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Effects of instructions and subject's need for approval on the conditioned galvanic skin response.

Cited by 17 publications

References 20 publications

Effects of instruction and interstimulus interval in human GSR conditioning

Effects of instruction and interstimulus interval in human GSR conditioning

Orienting Task Effects on EDR and Free Recall in Three Age Groups

A review on the effects of verbal instructions in human fear conditioning: Empirical findings, theoretical considerations, and future directions

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