20.500.12556/DKUM-90774 Vzorci možganskih aktivacij ob grožnjah: primerjava socialnega učenja in klasičnega pogojevanja magistrsko delo Brain activation patterns in response to threats: a comparison of social learning and classical conditioning Ljudje odzive na grožnje osvojimo tako skozi lastne izkušnje (preko klasičnega pogojevanja) kot tudi z opazovanjem drugih (preko socialnega učenja). Obe vrsti učenja v določeni meri aktivirata podobne možganske sisteme. Vendar za njuno preučevanje fMR-študije pogosto uporabljajo le grožnjo bolečine in zanemarjajo primerjavo te z drugimi grožnjami. Vprašanje glede razlik med vrstami groženj, še posebej v kontekstu socialnega učenja, tako ostaja neraziskano. Namen pričujočega magistrskega dela je bil nasloviti to vrzel v literaturi ter preučiti razlike in podobnosti med grožnjo napada agresivnega človeka in grožnjo bolečine pri socialnem učenju in klasičnem pogojevanju. Dodatno smo želeli raziskati morebitno povezanost med afektivno empatijo in socialnim učenjem z grožnjami. Analizirali smo predhodno zbrane fMR-podatke 39 udeleženk (povprečna starost 23,6 leta) iz študije, v kateri so bile udeleženke med fMR izpostavljene klasičnemu pogojevanju in socialnemu učenju z različnimi grožnjami. Z analizo na ravni celotnih možganov smo ugotovili, da se socialno učenje z grožnjo bolečine in grožnjo napada agresivnega človeka povezuje z aktivacijo omrežja za učenje odzivov na grožnje in omrežja za opazovanje dejanj ter da prihaja do razlik v možganskih aktivacijah med socialnim učenjem in klasičnim pogojevanjem za posamezno vrsto grožnje. Prav tako smo odkrili razlike v nevrobioloških temeljih obeh groženj pri socialnem učenju v primerjavi s klasičnim pogojevanjem. Pri tem je grožnja napada agresivnega človeka kazala na višjo aktivacijo v regijah omrežja za učenje odzivov na grožnje, omrežja za opazovanje dejanj ter regijah, ki podpirajo višje vidno procesiranje. Prekrivanja v aktivacijah med obema grožnjama pri socialnem učenju (v primerjavi s klasičnim pogojevanjem) nismo našli, kot tudi povezave z afektivno empatijo, kar smo pripisali razlikam v statističnih analizah v primerjavi s preteklimi študijami. Naše ugotovitve deloma podpirajo preteklo literaturo ter prispevajo k razširitvi področja. People learn threat responses through direct experiences (via classical conditioning) and by observing others (via social learning). Both types of learning activate similar brain systems to some extent. However, fMRI studies often focus only on the threat of pain, neglecting comparisons with other threats. The question regarding differences between various types of threats, especially in the context of social learning, thus remains unexplored. The aim of this master's thesis is to address this gap in the literature and examine the differences and similarities between the threat of attack by an aggressive person and the threat of pain in social learning and classical conditioning. This research, with its unique focus on the comparison of brain activation patterns in response to threats, is a novel contribution to the field. Additionally, we sought to explore the potential link between affective empathy and social threat learning. We analysed previously collected fMRI data from 39 female participants (average age 23.6 years) from a study where the participants were exposed to classical conditioning and social learning with different threats during fMRI. Using a whole-brain analysis revealed that social learning of the threat of pain and the threat of an attack by an aggressive person is associated with the activation of the aversive learning network and the action observation network and that there are differences in brain activation between social learning and classical conditioning for each type of threat. We also found differences in the neurobiological foundations of both threats in social learning compared to classical conditioning. The threat of an attack by an aggressive person showed higher activation in regions of the aversive learning network, the action observation network, and regions supporting higher visual processing. We found no overlap in activations between the two threats in social learning (compared to classical conditioning), nor a link to affective empathy, which we attributed to differences in statistical analyses compared to previous studies. Our findings partially support the existing literature and contribute to the expansion of the field. grožnje klasično pogojevanje socialno učenje afektivna empatija fMR threats classical conditioning social learning affective empathy fMRI true true false B. Gungl Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-09-21 23:29:04 2025-09-15 10:02:43 2025-10-07 08:40:01 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XIII, 82 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 316.613.4(043.2) 248902403 MAG_Gungl_Barbara_2024.pdf MAG_Gungl_Barbara_2024.pdf 1 4D498654F5968C5D6363D1C33A2D5463 1e2c68fc6552e3668380625651a377b0ec8d46848a168c26eef36095d96e8671 e5b49528-7861-11ef-b037-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=185641 Filozofska fakulteta 0 0 0