Yang Xiao, Nackley Brittany, Friedman Bruce H
Department of Psychology, Old Dominion University, Norfolk, VA 23529, USA.
Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA.
Brain Sci. 2023 Jul 26;13(8):1127. doi: 10.3390/brainsci13081127.
Stress modulates feedback-based learning, a process that has been implicated in declining mental function in aging and mental disorders. While acute physical and psychosocial stressors have been used interchangeably in studies on feedback-based learning, the two types of stressors involve distinct physiological and psychological processes. Whether the two types of stressors differentially influence feedback processing remains unclear. The present study compared the effects of physical and psychosocial stressors on feedback-based learning. Ninety-six subjects ( = 19.11 years; 50 female) completed either a cold pressor task (CPT) or mental arithmetic task (MAT), as the physical or psychosocial stressor, while electrocardiography and blood pressure were measured to assess cardiovascular stress reactivity (CVR). Self-ratings on the emotional valence of the stressors were also obtained. A probabilistic learning task was given prior to and after the stressors. Accuracy in selecting positive (Go accuracy) and avoiding negative stimuli (No-go accuracy) were recorded as learning outcomes. Repeated measures ANOVA and multiple regressions were used to compare the effects of two stressors and examine the effects of CVR and valence on the learning outcomes. The results showed that although the effects of CPT and MAT on feedback processing were not different, CVR and valence influenced Go and No-go accuracy, respectively. The results suggest that stress-modulated feedback-based learning involves multiple pathways and underscore the link between CVR and reward sensitivity. The findings have clinical implications and may contribute to a better understanding of human behavioral systems.
压力会调节基于反馈的学习，这一过程与衰老和精神障碍中 mental function 的下降有关。虽然在基于反馈的学习研究中，急性身体和心理社会应激源一直被交替使用，但这两种应激源涉及不同的生理和心理过程。这两种应激源是否对反馈处理有不同影响仍不清楚。本研究比较了身体和心理社会应激源对基于反馈的学习的影响。96名受试者（年龄 = 19.11岁；50名女性）完成了冷加压任务（CPT）或心算任务（MAT），分别作为身体或心理社会应激源，同时测量心电图和血压以评估心血管应激反应性（CVR）。还获得了受试者对应激源情绪效价的自我评分。在应激源前后进行了概率学习任务。记录选择积极刺激的准确性（“执行”准确性）和避免消极刺激的准确性（“不执行”准确性）作为学习结果。采用重复测量方差分析和多元回归来比较两种应激源的影响，并检验CVR和效价对学习结果的影响。结果表明，虽然CPT和MAT对反馈处理的影响没有差异，但CVR和效价分别影响“执行”和“不执行”准确性。结果表明，压力调节的基于反馈的学习涉及多种途径，并强调了CVR与奖励敏感性之间的联系。这些发现具有临床意义，可能有助于更好地理解人类行为系统。
