Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.
Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.
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DOI：
10.1111/desc.12596
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发表时间：
2018-07
影响因子：
3.7
通讯作者：
Pollak SD
中科院分区：
文献类型：
--
作者：
Harms MB;Shannon Bowen KE;Hanson JL;Pollak SD
经历严重的早期生活压力的儿童在认知和社会适应的许多方面表现出持续的缺陷。早期的压力可能与这些功能上的广泛变化有关，因为它损害了一般的学习机制。为了探索这种可能性，我们研究了在童年时期经历过虐待的人在青少年时期是否有工具性学习和/或认知灵活性方面的困难。53名14-17岁的青少年（31名暴露于高水平的童年压力，22名对照）完成了一项功能磁共振成像任务，要求他们首先学习环境中的关联，然后更新这些配对。有早期生活压力史的青少年最终学会了将刺激与积极和消极的结果配对，但比同龄人慢。此外，这些压力暴露的青少年表现出明显受损的认知灵活性;当突发事件发生变化时，他们比同龄人更不能够更新这些配对。这些学习问题反映在与学习和注意力相关的大脑回路的异常活动中。学习和神经激活模式的改变都与青少年经历的终身压力的严重程度有关。总之，这项实验的结果表明，在青少年暴露于早期生活压力的基础学习过程受损。这些一般的学习机制可能有助于解释在这些个体中观察到的社会问题的出现。
Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty‐three 14–17‐year‐old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress‐exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning‐ and attention‐related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals.
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影响因子：
4.8
作者：
Fang X;Brown DS;Florence CS;Mercy JA
通讯作者：
Mercy JA
影响因子：
5.3
作者：
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通讯作者：
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作者：
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通讯作者：
Delgado, Mauricio R.
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3.3
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通讯作者：
Tottenham N
影响因子：
4.6
作者：
BOUSHA, DM;TWENTYMAN, CT
通讯作者：
TWENTYMAN, CT