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<p>This proof-of-concept study investigated whether learned trust (i.e., a core component of attachment) can be updated in response to changes in supportive caregiving and reactivated by changing the background context (i.e., contextual renewal). Children aged 9–12 years (<i>n</i> = 89; <i>M</i> = 10.46; <i>SD</i> = 0.66; 57% girls) participated in a trial-by-trial learning experiment where we manipulated caregiver–support contingency (i.e., the likelihood that an ad-hoc caregiver provided the correct solution to a distressing problem) to induce and update high or low trust in the caregiver. We manipulated the background context to examine whether the original learning context reactivates the initially learned high or low trust. Lastly, we examined whether the rate of trust updating was associated with individual differences in children’s self-reported reward responsiveness. We found that high and low trust were learnt and then updated through changes in the caregiver-support contingency. We found evidence for contextual renewal of high trust but not for low trust. Reward responsiveness was associated with faster updating of low to high trust and slower updating of high to low trust. The current findings might provide insight into mechanisms explaining changes and stability in attachment.</p>

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Prototype updating, contextual renewal, and the role of reward responsiveness in trust learning

  • 期刊论文

  • 发表日期：

    2026年2月17日

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  • Melisse Houbrechts,
  • Lu Leng,
  • Bram Vervliet,
  • Rudi D’Hooge,
  • Chloë Finet,
  • Marian J. Bakermans-Kranenburg,
  • Marinus H. Van IJzendoorn,
  • Iris Elst,
  • Julie Vermeulen,
  • Guy Bosmans

摘要

This proof-of-concept study investigated whether learned trust (i.e., a core component of attachment) can be updated in response to changes in supportive caregiving and reactivated by changing the background context (i.e., contextual renewal). Children aged 9–12 years (n = 89; M = 10.46; SD = 0.66; 57% girls) participated in a trial-by-trial learning experiment where we manipulated caregiver–support contingency (i.e., the likelihood that an ad-hoc caregiver provided the correct solution to a distressing problem) to induce and update high or low trust in the caregiver. We manipulated the background context to examine whether the original learning context reactivates the initially learned high or low trust. Lastly, we examined whether the rate of trust updating was associated with individual differences in children’s self-reported reward responsiveness. We found that high and low trust were learnt and then updated through changes in the caregiver-support contingency. We found evidence for contextual renewal of high trust but not for low trust. Reward responsiveness was associated with faster updating of low to high trust and slower updating of high to low trust. The current findings might provide insight into mechanisms explaining changes and stability in attachment.