关注变化:焦虑扰乱了政策不确定性的适应性解决方案
Amrita Lamba1, Michael J Frank2, Oriel FeldmanHall2
1Department of Cognitive and Psychological Sciences, Brown University, Providence, Rhode Island; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts.
概括
焦虑症患者在社会学习过程中努力适应平衡政策不确定性和认识不确定性 (EU). 这导致了硬的决策和不适应的行为,特别是在不值得信任的人身上.
科学领域:
- 认知科学 认知科学
- 神经科学是一个神经科学.
- 社会心理学 社会心理学
背景情况:
- 人类的学习在不确定性下发生,有不同的类型,如政策不确定性和认识不确定性 (EU) 影响行为.
- 适应性社会学习需要平衡关注和解决不同类型的不确定性.
- 焦虑与避免结果的学习减少有关,特别是在不确定性的情况下.
研究的目的:
- 调查个人如何在政策不确定性和欧盟之间进行适应性交易,以获得社会学习.
- 检查焦虑对这种适应性不确定性管理的影响.
主要方法:
- 开发了一种新的眼睛追踪方法,以从目光和瞳孔直径来估计政策不确定性和欧盟.
- 在社会学习任务中测量了生理兴奋和凝视模式.
主要成果:
- 参与者在解决政策不确定性和欧盟适应性社会学习之间灵活切换.
- 焦虑程度较高的个体表现出更不灵活的切换和整体减少的不确定性.
- 焦虑与对政策不确定性和严格的政策选择不敏感有关.
结论:
- 焦虑中改变的社会学习源于对政策不确定性和化的决策不敏感.
- 这些认知变化导致了不适应的互动,特别是与不值得信赖的个人.
- 结合计算建模和眼睛跟踪,可以了解焦虑对学习和决策的影响.
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