The midbrain periaqueductal gray (PAG) coordinates the expression and topography of defensive behaviors to threat and also plays an important role in Pavlovian fear learning itself. Whereas the role of PAG in the expression of defensive behavior is well understood, the relationship between the activity of PAG neurons and fear learning, the exact timing of PAG contributions to learning during the conditioning trial, and the contributions of different PAG columns to fear learning are poorly understood. We assessed the effects of optogenetic inhibition of lateral (LPAG) and ventrolateral PAG (VLPAG) neurons on fear learning. Using adenoassociated viral vectors expressing halorhodopsin, we show that brief optogenetic inhibition of LPAG or VLPAG during delivery of the shock unconditioned stimulus (US) augments acquisition of contextual or cued fear conditioning, and we also show that this inhibition augments postencounter defensive responses to a nonnoxious threat. Taken together, these results show that LPAG and VLPAG serve a key role in the regulation of Pavlovian fear learning at the time of US delivery. These findings provide strong support for existing models that state that LPAG and VLPAG contribute to a fear prediction error signal determining variations in the effectiveness of the aversive US in supporting learning. (PsycINFO Database Record
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http://dx.doi.org/10.1037/bne0000217 | DOI Listing |
Int J Clin Health Psychol
January 2025
Department of Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors, Dortmund, Germany.
Fear extinction is the foundation of exposure therapy for anxiety and phobias. However, the stability of extinction memory diminishes over time, coinciding with fear recovery. To augment long-term extinction retention, the temporal distribution of extinction learning sessions is critical.
View Article and Find Full Text PDFJ Health Organ Manag
January 2025
School of Health and Life Sciences, Teesside University, Middlesbrough, UK.
Purpose: The primary purpose of the study was to explore the impact of health workers' awareness of artificial intelligence (AI) on their workplace well-being, addressing a critical gap in the literature. By examining this relationship through the lens of the Job demands-resources (JD-R) model, the study aimed to provide insights into how health workers' perceptions of AI integration in their jobs and careers could influence their informal learning behaviour and, consequently, their overall well-being in the workplace. The study's findings could inform strategies for supporting healthcare workers during technological transformations.
View Article and Find Full Text PDFDiscov Ment Health
January 2025
Department of Rehabilitation Science, Bangladesh Health Professions Institute (BHPI), CRP, Savar, Dhaka-1343, Bangladesh.
Background: Final-year students studying in various health science institutes are usually very stressed about their studies so that they can complete their studies without any hurdles. This stress can lead to poor academic and professional results because psychological issues such as anxiety and depression are frequently overlooked and not treated. This study aimed to measure the prevalence of stress and also assess the level of stress symptoms among the final year students of health science institute in Bangladesh.
View Article and Find Full Text PDFJ Neurophysiol
January 2025
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee WI, USA.
The hippocampus has a known role in learning and memory, with the ventral subregion supporting many learning tasks involving affective responding, including fear conditioning. Altered neuronal intrinsic excitability reflects experience-dependent plasticity that supports learning-related behavioral changes. Such changes have previously been observed in the dorsal hippocampus following fear conditioning, but little work has examined the effect of fear conditioning on ventral hippocampal intrinsic plasticity.
View Article and Find Full Text PDFFront Psychol
January 2025
School of Education and Human Development, Center for the Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA, United States.
Children experience a variety of emotions in achievement settings. Yet, mathematics-related emotions other than anxiety are understudied, especially for young children entering primary school. The current study reports the prevalence and intensity of six basic, discrete achievement emotions (joy/happiness, sadness, surprise, anger, fear, and disgust) expressed on the faces of 15 kindergarten-aged children as they solved increasingly complex arithmetic story problems in a 3-month teaching experiment.
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