13:30 - 15:00
Mon-A7-Talk II-
Mon-Talk II-
Room: A7
Chair/s:
Franziska Knolle
Computational psychiatry provides a direct approach for the investigation and development of mechanistic explanations for psychiatric illnesses, through the mathematical description of processes underlying behaviour. Alterations in decision-making, a cognitive process relevant for the successful interaction with the environment, have been reported in disorders including psychosis, obsessive-compulsive disorder (OCD), and eating disorders, and have been linked to the development of symptoms. Importantly, we describe a transdiagnostic approach using similar tasks and models to show that specific alterations in mathematical parameters express disease-specific dysfunction and symptom associations. Kelly Diederen (King’s College London) used a novel gamified task in conjunction with computational modelling to demonstrate that decision-confidence and belief-updating can be measured at scale using online assessment, and that these processes are altered in people at increased risk of psychosis. Elisabeth Sterner (LMU/TUM) will show that deficits in punishment learning in early psychosis are linked to increased forgetting and reduced confidence in policy selection using an Active Inference model of the Go/NoGo-Task. Pritha Sen (LMU/TUM) will present first-time imaging data investigating model-based (MB) and model-free (MF) decision making in OCD using hierarchical Bayesian modelling of the Two-Step task. Computational result show differences between patients and controls with links to symptom strength. Margaret Westwater (Oxford/Yale) will report data from both laboratory-based and online assessments of learning under uncertainty, which used computational modelling to
demonstrate that impaired learning in individuals with eating disorders is linked to altered reward sensitivity. Franziska Knolle (TUM/Cambridge) will discuss the effect of dopaminergic treatment on probabilistic reward learning in OCD using Rescorla-Wagner-modelling, showing that exaggerated cingulate reward prediction errors in patients are remediated by dopaminergic modulation. This state-of-the-art symposium demonstrates that computational models of decision making provide mechanistic explanations for dysfunctions underlying three common psychiatric conditions: psychosis, OCD, and eating disorders, and may provide starting points for treatment development.
Identifying Alterations in Error-Driven Learning that are Specific to Psychotic-Like Symptoms
Mon-A7-Talk II-01
Presented by: Kelly Diederen
Kelly Diederen
King's College London
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.
Keywords: Transdiagnostic approach, Learning, Computational modelling, Online assessment, Biomarker