Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts.
Department of Psychology, University of Toledo, Toledo, Ohio.
J Pers Disord. 2018 Aug;32(4):433-446. doi: 10.1521/pedi_2017_31_299. Epub 2017 Jun 8.
Despite preliminary evidence that individuals with borderline personality disorder (BPD) demonstrate deficits in learning from corrective feedback, no studies have examined the influence of emotional state on these learning deficits in BPD. This laboratory study examined the influence of negative emotions on learning among participants with BPD (n = 17), compared with clinical (past-year mood/anxiety disorder; n = 20) and healthy (n = 23) controls. Participants completed a reinforcement learning task before and after a negative emotion induction. The learning task involved presenting pairs of stimuli with probabilistic feedback in the training phase, and subsequently assessing accuracy for choosing previously rewarded stimuli or avoiding previously punished stimuli. ANOVAs and ANCOVAs revealed no significant between-group differences in overall learning accuracy. However, there was an effect of group in the ANCOVA for postemotion induction high-conflict punishment learning accuracy, with the BPD group showing greater decrements in learning accuracy than controls following the negative emotion induction.
尽管有初步证据表明，边缘型人格障碍（BPD）患者在从纠正性反馈中学习方面存在缺陷，但尚无研究探讨 BPD 患者的情绪状态对这些学习缺陷的影响。本实验室研究比较了 BPD 患者（n=17）、有临床病史（过去一年心境/焦虑障碍；n=20）和健康对照组（n=23）在负性情绪状态下的学习情况。参与者在负性情绪诱导前后完成了一个强化学习任务。在训练阶段，该学习任务涉及呈现具有概率反馈的刺激对，并随后评估选择先前奖励刺激或避免先前惩罚刺激的准确性。方差分析和协方差分析显示，整体学习准确性在组间无显著差异。然而，在协方差分析中，在负性情绪诱导后的高冲突惩罚学习准确性上存在组间效应，BPD 组在负性情绪诱导后学习准确性的下降幅度大于对照组。
