Identifying Alterations in Error-Driven Learning that are Specific to Psychotic-Like Symptoms
Mon-A7-Talk II-01
Presented by: Kelly Diederen
Altered error-driven learning may be a promising marker of psychosis as it is underpinned by dopamine, the main neurotransmitter implicated in psychosis. Error-driven learning can be assessed at scale with limited costs through online testing. To determine the potential of this marker, it is crucial to ensure that the observed alterations are unique to psychotic symptoms. Here, we set out to disentangle psychosis-specific symptoms, from those occurring in relation to depression and anxiety.
A novel ‘game’ was developed as a measure of error-driven learning in the general population. Participants were required to catch pieces of space junk; the locations of which they could learn through trial-and-error. However, successful performance also required participants to arbitrate whether trial-wise variation in the space junk location was the result of noise, or an unexpected change in the task’s outcome contingencies.
Higher scores on delusional ideation were associated with decreased learning and performance across all levels. There was a significant interaction with task level, revealing that decreases in learning and performance associated with delusions were most pronounced at the level that contained gains and losses. Depressive symptoms and anxious arousal were associated with improved learning and performance across all trials, and an attenuated decrease in task performance at the level that contained gains and losses.
The results indicate a clear dissociation between alterations in error-driven learning that are linked to psychotic-like symptoms versus those that relate to symptoms of depression and anxiety, thus stressing the potential of altered error-driven learning as a marker of psychosis.
A novel ‘game’ was developed as a measure of error-driven learning in the general population. Participants were required to catch pieces of space junk; the locations of which they could learn through trial-and-error. However, successful performance also required participants to arbitrate whether trial-wise variation in the space junk location was the result of noise, or an unexpected change in the task’s outcome contingencies.
Higher scores on delusional ideation were associated with decreased learning and performance across all levels. There was a significant interaction with task level, revealing that decreases in learning and performance associated with delusions were most pronounced at the level that contained gains and losses. Depressive symptoms and anxious arousal were associated with improved learning and performance across all trials, and an attenuated decrease in task performance at the level that contained gains and losses.
The results indicate a clear dissociation between alterations in error-driven learning that are linked to psychotic-like symptoms versus those that relate to symptoms of depression and anxiety, thus stressing the potential of altered error-driven learning as a marker of psychosis.
Keywords: Transdiagnostic approach, Learning, Computational modelling, Online assessment, Biomarker