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.
Field
A P
AP
Psychology Group, School of Cognitive and Computing Science, University of Sussex, Falmer, Brighton BN1 9QH, UK. andyf@sussex.ac.uk
Lawson
J
J
D000818:Animals; D001290:Attitude; D001362:Avoidance Learning; D002648:Child; D005239:Fear / Q000523:psychology*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008394:Marsupialia; D011581:Psychological Tests; D002666:Psychology, Child