中国科学院心理研究所机构知识库

为揭示焦虑对人类逆向学习能力的潜在影响，依据状态特质焦虑量表中国大学生常模从5 217名在校大学生正常群体中筛选出高特质焦虑者和低特质焦虑者各70人，以刺激-奖赏概率反转联结的逆向学习任务为实验情境，考察2组人群在“结果反馈-后继决策”组合水平条件下的行为及脑电差异。结果显示：相对于低焦虑组，高焦虑组在“输反馈-转换”条件下的最优决策数更少、平均学习阈值更高、决策反应时更短；ERP层面，高焦虑组在“输反馈-转换”条件下的FRN波幅和P3波幅均更小。中介分析显示，“输反馈-转换”条件下的FRN波幅/P3波幅，分别在焦虑水平、“输反馈-转换”条件下的最优决策数/决策反应时之间起部分中介作用。结论：焦虑者对负性结果的悲观预期和注意力涣散，是导致个体逆向学习能力受损的心理诱因。

This study focuses on the potential influence of anxiety on reversal learning skills.The trait anxiety scores of the two groups(high anxious:70;low individuals:70) were generally consistent with the standardized norm of Chinese college students based on the total sample(5 217).All participants finished a probabilistic reversal learning task with event-related potential(ERP) recording,during which stimulus-reward contingencies were reversed after players have learned the rule of optimal choice.Results:Compared to their LTA group,the HTA group were less likely to make optimal choices,higher learning threshold,and shorter response time in the lose-shift condition.ERP analyses revealed that the HTA group had smaller loss-shift FRN as well as smaller lose-shift P3 compared to the LTA group.Meanwhile,the P3 amplitude was positively correlated with the response time in the lose-shift condition.Furthermore,the FRN and P3 mediated the relationship between anxiety and the number of optimal choice/response time of lose-shift,respectively.Conclusions:A higher level of anxiety is associated with weaker reversal learning performance,possibly because of pessimistic expectation and less attention allocation to negative outcomes.

国家自然科学基金地区项目(32360209);; 贵州省基础研究计划(自然科学类)项目(黔科合基础-ZK[2023]一般274)资助