SavedAdd your journal

Journals / Düşünen Adam - Psikiyatri ve Nörolojik Bilimler Dergisi / 2021 / Cilt: 34 - Sayı: 1

The role of emotional interference on learning in an emotional probabilistic Go/No-Go task

Rahmi SAYLIK
Santiago CASTIELLO
Robin A. MURPHY
Pages
23–31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results: The results revealed that overall, participants were more accurate during acquisition than reversal.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objective: Reversing learned associations interferes with previously acquired learning, a form of retroactive interference for the previous association and proactive interference on the new learning.
📊
Key Findings & Data:Method: The task consisted of separate conditions of happy, sad, angry, fearful emotional stimuli and non-emotional stimuli during separate acquisition and reversal training periods.
💡
Conclusion & Impact:Results: The results revealed that overall, participants were more accurate during acquisition than reversal.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Özet

Objective: Reversing learned associations interferes with previously acquired learning, a form of retroactive interference for the previous association and proactive interference on the new learning. We examined associations involving emotional content and how they might impact interference. The current study aims to discover the role positive, negative, and non-emotional stimuli play during acquisition and reversal learning in a probabilistic go/no-go task. Method: The task consisted of separate conditions of happy, sad, angry, fearful emotional stimuli and non-emotional stimuli during separate acquisition and reversal training periods. Ninety-seven participants aged 18-35 (49 females) took part in the study. Results: The results revealed that overall, participants were more accurate during acquisition than reversal. Further, happy stimuli were learned with greater accuracy during acquisition but were no easier to learn in reversal, effectively accompanied by a greater reversal cost. Conclusion: There is evidence that happy emotional stimuli act like stimuli with a stronger learning rate much like learning of other high salience stimuli. Emotion valanced stimuli like other types of stimuli and can be described mechanistically by varying learning rate parameters of associative models.

🔖

Cite This Article

SAYLIK, R., CASTIELLO, S., MURPHY, R. A. (2021). The role of emotional interference on learning in an emotional probabilistic Go/No-Go task. Düşünen Adam - Psikiyatri ve Nörolojik Bilimler Dergisi, Cilt: 34 - Sayı: 1, 23–31. https://ajindex.com/articles/218447

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Byrom NC, Murphy RA. Individual differences are more than a gene × environment interaction: The role of learning. J Exp Psychol Anim Learn Cogn 2018; 44:36-55
  2. Aisbitt GM, Murphy RA. An Application of a Theory of Attention (Mackintosh, 1975) to Psychopathy: Variability in the Associability of Stimuli: In Trobalon JB, Chamizo VD, editors. Associative learning and cognition: homage to professor N. J. Mackintosh. In Memoriam (1935-2015). Barcelona: Edicions de la Universitat Barcelona 2016; 89-108. (Spanish
  3. Msetfi RM, Byrom N, Murphy RA. To neglect or integrate contingency information from outside the task frame, that is the question! Effects of depressed mood. Acta Psychol (Amst) 2017; 178:1-11
  4. Kringelbach ML, Rolls ET. Neural correlates of rapid reversal learning in a simple model of human social interaction. Neuroimage 2003; 20:1371-1383
  5. Cools R, Clark L, Owen AM, Robbins TW. Defining the neural mechanisms of probabilistic reversal learning using event-related functional magnetic resonance imaging. J Neurosci 2002; 22:4563-4567
  6. Brazil IA, Maes JH, Scheper I, Bulten BH, Kessels RP, Verkes RJ, et al. Reversal deficits in individuals with psychopathy in explicit but not implicit learning conditions. J Psychiatry Neurosci 2013; 38:E13-20
  7. Tortosa MI, Strizhko T, Capizzi M, Ruz M. Interpersonal effects of emotion in a multi-round Trust Game. Psicológica 2013; 34:179-198
  8. Nashiro K, Mather M, Gorlick MA, Nga L. Negative emotional outcomes impair older adults' reversal learning. Cogn Emot 2011; 25:1014-1028
  9. Willis ML, Palermo R, Burke D, Atkinson CM, McArthur G. Switching associations between facial identity and emotional expression: a behavioural and ERP study. Neuroimage 2010; 50:329-339
  10. Gutiérrez-Cobo MJ, Luque D, Most SB, Fernández-Berrocal P, Le Pelley ME. Reward and emotion influence attentional bias in rapid serial visual presentation. Q J Exp Psychol (Hove) 2019; 72:2155-2167
  11. Osborne-Crowley K, McDonald S, Rushby JA. role of reversal learning ımpairment in social disinhibition following severe traumatic brain ınjury. J Int Neuropsychol Soc 2016; 22:303- 313
  12. Baker AG, Murphy RA, Vallée-Tourangeau F. Associative and normative models of causal induction: Reacting to versus understanding cause. In Shanks DR, Holyoak, Medin DL, editors. The Psychology of Learning and Motivation San Diego: Academic Press, 1996; 1-45
  13. Ward RD, Gallistel CR, Balsam PD. It's the information! Behav Processes 2013; 95:3-7