Brain mediators of biased social learning of self-perception in social anxiety disorder.
Brain mediators of biased social learning of self-perception in social anxiety disorder.
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DOI：
10.1038/s41398-023-02587-z
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发表时间：
2023-09-02
影响因子：
6.8
通讯作者：
Arch, Joanna J.
中科院分区：
文献类型：
--
作者：
Koban, Leonie;Andrews-Hanna, Jessica R.;Ives, Lindsay;Wager, Tor D.;Arch, Joanna J.
社交焦虑障碍（SAD）的特征是过度害怕社会评价和对自我的持续负面看法。在这里，我们测试的假设，在大脑反应和社会学习的自我相关信息的负面偏见有助于消极的自我形象和低自尊的特征SAD。被诊断为社交焦虑的成年参与者（N = 21）和匹配的对照组（N = 23）在一项紧张的公开演讲任务后对他们的表现进行了评估，并接受了社会反馈。我们研究了积极与消极的社会反馈如何改变自我评价和状态自尊，并使用功能性磁共振成像（fMRI）来表征大脑对积极与消极反馈的反应。与对照组相比，SAD的参与者更新他们的自我评价和状态自尊显着更多的基于消极的社会反馈相比，积极的。额顶网络的反应与这些行为效应相关，反映了这些行为效应，在非焦虑对照组中对积极反馈的反应大于消极反馈，但在SAD患者中则不然。在前额叶和其他领域的社会反馈的反应介导的影响，消极与积极的反馈对自我评价的变化。在非焦虑的参与者中，额顶叶脑区可能有助于积极的社会学习偏见。在SAD中，额顶叶区域总体上较少被招募，并且不太适应积极反馈，这可能反映了注意力分配和认知调节的差异。更多的负面偏见的大脑反应和社会学习可能有助于在SAD和其他内化障碍中维持负面的自我形象，从而为干预提供重要的新目标。
Social anxiety disorder (SAD) is characterized by an excessive fear of social evaluation and a persistently negative view of the self. Here we test the hypothesis that negative biases in brain responses and in social learning of self-related information contribute to the negative self-image and low self-esteem characteristic of SAD. Adult participants diagnosed with social anxiety (N = 21) and matched controls (N = 23) rated their performance and received social feedback following a stressful public speaking task. We investigated how positive versus negative social feedback altered self-evaluation and state self-esteem and used functional Magnetic Resonance Imaging (fMRI) to characterize brain responses to positive versus negative feedback. Compared to controls, participants with SAD updated their self-evaluation and state self-esteem significantly more based on negative compared to positive social feedback. Responses in the frontoparietal network correlated with and mirrored these behavioral effects, with greater responses to positive than negative feedback in non-anxious controls but not in participants with SAD. Responses to social feedback in the anterior insula and other areas mediated the effects of negative versus positive feedback on changes in self-evaluation. In non-anxious participants, frontoparietal brain areas may contribute to a positive social learning bias. In SAD, frontoparietal areas are less recruited overall and less attuned to positive feedback, possibly reflecting differences in attention allocation and cognitive regulation. More negatively biased brain responses and social learning could contribute to maintaining a negative self-image in SAD and other internalizing disorders, thereby offering important new targets for interventions.
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影响因子：
6.6
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Cox, BJ;Fleet, C;Stein, MB
通讯作者：
Stein, MB
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