Disrupted state transition learning as a computational marker of compulsivity.
Disrupted state transition learning as a computational marker of compulsivity.
复制标题
DOI：
10.1017/s0033291721003846
复制
发表时间：
2023-04
影响因子：
6.9
通讯作者：
Eldar, Eran
中科院分区：
文献类型：
--
作者：
Sharp, Paul B.;Dolan, Raymond J.;Eldar, Eran
涉及强迫症、恐惧和焦虑的障碍与认为世界更难预测的信念有关。对于这些信念是如何产生的，我们缺乏机械的解释。在这里，我们测试了一个假设，即在有强迫症、恐惧和焦虑的人中，学习行为和环境状态之间的概率映射受到了损害。在研究1(n=174)中，我们设计了一个新的在线任务，将状态转移学习与学习和规划的其他方面分开。为了确定这种损害是由于学习太快还是太慢造成的，我们通过将计算模型与两个独立的数据集相匹配来估计状态转换学习率，这两个数据集测试了在状态转换稳定(研究2：n=1413)或变化(研究3：n=192)的环境中的学习。研究1证实，强迫症水平较高的人更有可能在状态转换学习中表现出障碍。这里的初步证据将这种损害与包括强迫性和恐惧在内的一个共同因素联系在一起。研究2和研究3表明，强迫症与学习有关，当学习应该很慢时(即状态转换稳定时)太快，而当应该快速(即状态转换改变)时太慢。综上所述，这些发现表明，强迫症与状态转换学习的失调有关，即学习速度不能很好地适应任务环境。因此，失调的状态转换学习可能为强迫症的治疗干预提供了一个关键的靶点。
Disorders involving compulsivity, fear, and anxiety are linked to beliefs that the world is less predictable. We lack a mechanistic explanation for how such beliefs arise. Here, we test a hypothesis that in people with compulsivity, fear, and anxiety, learning a probabilistic mapping between actions and environmental states is compromised. In Study 1 (n = 174), we designed a novel online task that isolated state transition learning from other facets of learning and planning. To determine whether this impairment is due to learning that is too fast or too slow, we estimated state transition learning rates by fitting computational models to two independent datasets, which tested learning in environments in which state transitions were either stable (Study 2: n = 1413) or changing (Study 3: n = 192). Study 1 established that individuals with higher levels of compulsivity are more likely to demonstrate an impairment in state transition learning. Preliminary evidence here linked this impairment to a common factor comprising compulsivity and fear. Studies 2 and 3 showed that compulsivity is associated with learning that is too fast when it should be slow (i.e. when state transition are stable) and too slow when it should be fast (i.e. when state transitions change). Together, these findings indicate that compulsivity is associated with a dysregulation of state transition learning, wherein the rate of learning is not well adapted to the task environment. Thus, dysregulated state transition learning might provide a key target for therapeutic intervention in compulsivity.