Dynamic belief updating in the anxiety phenotype: developmental aspects and salience context

背景：面对动态变化的环境威胁，学习是生存的关键。由于以下原因，许多环境具有不确定性：(1)不可减少的结果变异性，例如，当攻击捕食者的位置只能近似预测时，以及(2)系统变化引起的不确定性，例如，当捕食者出现的位置发生系统变化时。充分考虑这些类型的不确定性需要动态信念更新(DynBU)，通过平衡探索性和防御性行为来促进生存。这尤其适用于威胁的内部模型。目的：我们提供了一个深入的行为和神经分析的统计学习，特别是动态BU，作为焦虑表型在整个生命周期的功能。此外，该项目还检查了焦虑症(AD)患者动态BU的个体差异是否与干预驱动的威胁预期变化(认知行为疗法)有关。假设：(1)我们假设过高估计了应从由防御反应形成的焦虑表型的新结果(学习率)中学到多少东西。这种影响将特别取决于预期不确定性的存在。我们进一步假设焦虑与前额叶和顶叶皮质中与学习速率相关的活动之间存在相关性，并且中脑导水管周围灰质(PAG)在较高的焦虑水平中有更强的参与。(2)我们假设年龄与在预期不确定性下表现出过高学习效率的倾向呈负相关，并且焦虑表型对这种影响有缓和作用。在探索性层面上，(3)我们将测试临床和实验范式在较年轻的儿童组(8-9岁)中的适用性，以及(4)目标是在暴露治疗期间动态BU和威胁预期之间的关系。计划方法：参与者将报告相关的临床信息(见临床主干)。他们将进一步完成常见的五彩纸屑-加农炮-任务(在所有项目中进行比较)和突出上下文敏感的捕食者-任务(与项目5进行比较)。最后，一个成人样本将完成MRI扫描仪中的捕食者任务，这将为焦虑表型中高度防御反应下的统计学习神经系统提供重要的见解。预期影响：目前的项目将丰富RU的目标，主要是目标2(发育和环境背景的影响)和目标3(DyBU的临床表现)。我们将通过包括从儿童到成年的焦虑表型来扩展RU的临床重点。共有的范例使发展(项目6和7)和精神病理学(项目2和9)具有可比性。这将使人们能够在可能的第二个供资期间开发和测试以不确定性处理为重点的创新疗法，以预防和及早干预阿尔茨海默病。

Background: Learning is key to survival when facing dynamically changing environmental threats. Many environments are characterized by uncertainty due to (1) irreducible outcome variability, e.g., when the location of an attacking predator can only approximately be predicted, and (2) uncertainty arising from systematic changes, e.g., when the location in which a predator appears, changes systematically. An adequate consideration of these types of uncertainty requires dynamic belief updating (DynBU), promoting survival by balancing explorative vs. defensive behaviors. This pertains particularly to internal models of threats. Aims: We provide an in-depth behavioral and neural analysis of statistical learning, particularly DynBU, as a function of the anxiety phenotype across the lifespan. Further, the project examines if individual differences in DynBU in anxiety disorder (AD) patients can be related to intervention-driven changes (cognitive behavioral therapy) in threat expectations. Hypotheses: (1) We hypothesize an overestimation of how much should be learned from new outcomes (learning rate) in the anxiety phenotype, shaped by defensive reactions. This effect will particularly be dependent on the presence of expected uncertainty. We further assume a correlation between anxiety and learning-rate-related activity in the prefrontal and parietal cortex as well as a stronger involvement of the periaqueductal gray (PAG) in higher anxiety levels. (2) We hypothesize a negative correlation between age and the tendency to show overly high learning rates under expected uncertainty, as well as a moderation of this effect by the anxiety phenotype. On an exploratory level, (3) we will test the applicability of clinical and experimental paradigms in a younger group of children (aged 8 to 9 years), and (4) target the relation between DynBU and threat expectations during exposure treatment. Planned methods: Participants will report on relevant clinical information (see clinical backbone). They will further complete the common Confetti-Cannon-Task (comparison across all projects) and a salience context sensitive Predator-Task (comparison with project 5). Finally, an adult subsample will complete the Predator-Task in the MRI scanner, which will offer important insights into the neural systems of statistical learning under heightened defensive reactivity in the anxiety phenotype. Expected impact: The current project will enrich the RU’s goals, mainly aim 2 (developmental and environmental context influences) and aim 3 (clinical manifestations of DynBU). We will extend the RU’s clinical focus by including the anxiety phenotype from childhood to adulthood. A shared paradigm allows comparability across development (projects 6 & 7) and psychopathology (projects 2 & 9). This will allow for developing and testing innovative treatments focusing on uncertainty processing for the prevention and early intervention of AD during a putative second funding period.