背景:边缘性人格障碍(BPD)与决策缺陷有关,然而,这种缺陷可能取决于上下文,特别是情绪状态和社会背景。强化学习模型为查明决策障碍提供了途径。当前的研究使用强化学习模型来检查反馈类型(社交型与非社会)或情绪状态(中性与负)影响BPD和决策之间的关联。
方法:具有一系列BPD症状的成年人(N=131)在中性和负面情绪诱导后完成了诊断性访谈和计算机化学习任务。我们检查了准确性,学习率,和探索。
结果:我们进行了线性模型来检查BPD标准之间的关联,反馈类型,和情绪状态对学习参数和学习准确性的影响。我们发现负面情绪状况与更大的探索有关,特别是对于那些具有升高的BPD功能。此外,在旨在避免丢失时,升高的BPD特征与准确性受损相关.BPD之间的3路相互作用,情感,反馈表明,对于具有更高BPD功能的人,在负面情绪条件下接受社会反馈时,学习表现进一步受损。
结论:几项限制值得提及,包括相对均匀的样本,可能同时发生的诊断,和学习任务的方法论考虑。
结论:本研究强调了BPD与学习障碍之间的联系。在消极的社会环境下,扩大的学习变化对于确定最佳场所来教授BPD患者的新技能(与治疗相关)具有重要意义。
BACKGROUND: Borderline personality disorder (BPD) has been associated with decision-making deficits, yet such deficits may be context dependent, particularly emotional state and social context. Reinforcement learning models offer an avenue to pinpoint decision-making impairments. The current study used reinforcement learning models to examine whether feedback type (social vs. nonsocial) or emotional state (neutral vs. negative) influence the association between BPD and decision making.
METHODS: Adults (N = 131) with a range of BPD symptoms completed a diagnostic interview and a computerized learning task after neutral and negative emotion inductions. We examined accuracy, learning rate, and exploration.
RESULTS: We conducted linear models to examine the association between BPD criteria, feedback type, and emotional state on learning parameters and learning accuracy. We found that the negative emotion condition was associated with greater exploration, particularly for those with elevated BPD features. Furthermore, elevated BPD features were associated with impaired accuracy when aiming to avoid loss. A 3-way interaction between BPD, emotion, and feedback indicated that, for people with higher BPD features, learning performance was further impaired when receiving social feedback in the negative emotion condition.
CONCLUSIONS: Several limitations warrant mention, including a relatively homogenous sample, possible co-occurring diagnoses, and methodological consideration with the learning task.
CONCLUSIONS: The present study underscored the link between BPD and learning impairments. Amplified learning alterations under negative social contexts have important implications for identifying optimal venues to teach new skills (of relevance to treatment) for those with BPD.