可能性强化学习障碍预测了负面症状的严重程度和转化风险,在临床高危精神病的年轻人中
Lauren Luther1,2, Ian M Raugh2,3, Gregory P Strauss2
1Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA.
患精神病临床高风险的个体表现出受损的奖励学习,特别是在表示价值方面,这与负面症状和精神病风险有关. 这表明强化学习缺陷是跨疾病阶段的关键机制.
科学领域:
- 神经科学是一个神经科学.
- 精神病学是一个精神病学.
- 认知心理学 认知心理学
背景情况:
- 精神分裂症的负面症状可能源于转相机制,为早期干预提供了目标.
- 这项研究调查了精神分裂症中出现的奖励学习减少是否也会影响精神病临床高风险 (CHR) 个体.
研究的目的:
- 检查CHR年轻人的强化学习缺陷.
- 确定这些缺陷是否与负面症状和精神病风险有关.
主要方法:
- 46名CHR青年和51名健康对照 (CN) 完成了两阶段的强化学习任务.
- 该任务涉及学习刺激-奖励关联,然后将这种学习转移到没有反的新刺激.
主要成果:
- 人体康复计划的参与者表现出学习能力受损,与负面症状严重程度相关.
- 逆差主要是由于表达奖励价值的困难造成的.
- 这些学习障碍与精神病转化风险增加和功能低下有关.
结论:
- 受损的正增强学习,特别是奖励价值表现,是负面症状的潜在转相机制.
- 这些缺陷可能作为精神病责任的标记.
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