Role of explicit verbal information in conditioned analgesia

• Published in: European journal of pain 2015-04, Vol.19 (4), p.546-553
• Main Authors: Carlino, E., Torta, D.M.E., Piedimonte, A., Frisaldi, E., Vighetti, S., Benedetti, F.
• Format: Article
• Language: English
• Subjects: Adult; Analgesia - methods; Analgesics - therapeutic use; Brain - drug effects; Conditioning (Psychology) - physiology; Female; Humans; Laser-Evoked Potentials - drug effects; Male; Pain - psychology; Pain Management; Pain Threshold - drug effects; Pain Threshold - physiology; Placebo Effect; Speech; Young Adult
• ISSN: 1090-3801; 1532-2149
• DOI: 10.1002/ejp.579

Background The exact role of expectation in conditioned analgesia is still elusive as it is not clear whether conditioning is an automatic process or rather it is cognitively mediated. This study is aimed at understanding the role of explicit verbal information in conditioned analgesia. Methods Two groups of healthy subjects received a conditioning procedure whereby two visual cues were paired with increase and decrease in stimulus intensity. In the ‘conditioning/verbal information’ group (VER), subjects were informed about the meaning of the cues, whereas no information was given to the second group (noVER). After two conditioning blocks, an evocation session was run in which the stimulus intensity was the same, irrespective of the cues. Pain perception was assessed according to a numerical rating scale from 0 (no pain) to 10 (maximal pain). The N2–P2 component of laser‐evoked potentials (LEP) was used as an index of index of brain responses to nociceptive stimuli. Results In the evocation session, only the VER group reported a decrease in pain rating and LEP amplitude when the cues were presented, suggesting that the visual–analgesic association does not occur without explicit verbal information. Conclusions In line with the cognitive theory of conditioning, our results indicate that just pairing a cue with different pain stimulus intensities is not sufficient, per se, to produce a learning process. What matters is the informational cognitive content of the cue, i.e. the meaning assigned to the cue itself. These findings may help understand the mechanisms of conditioned analgesia and more in general of learning.