Department of Psychology, National Chengchi University, No. 64, Sec. 2, Zhih-Nan Rd., Taipei, 116011, Taiwan.
Institute of Neuroscience, National Chengchi University, No. 64, Sec. 2, Zhih-Nan Rd., Taipei, 116011, Taiwan.
Sci Rep. 2023 Jul 24;13(1):11977. doi: 10.1038/s41598-023-39160-z.
With recent proposal suggesting the multifaceted nature of impulsivity, researchers have been intrigued by the question of whether the impulsive behaviour measured in the traditionally psychological paradigms is unitary. One such paradigm, the differential reinforcement of low-rate responding (DRL), has been used to assess response inhibition, but its underlying mechanism has still been debated. In present research, we examined and differentiated the effects of both response inhibition and interval timing on a multisession DRL-10 s (DRL-10 s) in a large sample of normally developing young adults, as well as with three other measures including the stop-signal reaction task (SSRT), time production task-10 s (TPT-10 s), and the Barrett impulsivity scale-11 (BIS-11). The results showed that behavioural changes existed in DRL. As the task sessions progressed, there was an increase in both reinforcement probability and peak time, but a decrease in burst responses. Most importantly, both principal component analysis and generalized multilevel modeling yielded consistent results that as the task progressed, there was an increasing involvement of the TPT in the late sessions of DRL. However, none of the effect of SSRT was found. In sum, the differential degrees of involvement of the timing process, relative to response inhibition, were observed in DRL.
随着最近提出的冲动行为的多面性的建议,研究人员对在传统心理学范式中测量的冲动行为是否具有单一性这一问题产生了兴趣。其中一种范式,即低反应率的差异强化(DRL),已被用于评估反应抑制,但它的潜在机制仍存在争议。在目前的研究中,我们在一个大样本的正常发展的年轻成年人中,以及在另外三个测量中,包括停止信号反应任务(SSRT)、10 秒时间产生任务(TPT-10s)和巴雷特冲动量表-11(BIS-11),检验和区分了反应抑制和间隔时间对多会话 DRL-10s(DRL-10s)的影响。结果表明,DRL 存在行为变化。随着任务阶段的进展,强化概率和峰值时间增加,但爆发反应减少。最重要的是,主成分分析和广义多层次模型都得出了一致的结果,即随着任务的进行,TPT 在 DRL 的后期阶段的参与度越来越高。然而,并没有发现 SSRT 的任何效果。总之,在 DRL 中观察到了定时过程相对于反应抑制的参与程度的差异。