Contextual goal-dependent attention flexibility or rule-based learning? An investigation of a new attention flexibility paradigm
| Autor: | Alvaro Sanchez-Lopez, Malvika Godara, Rudi De Raedt |
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| Rok vydání: | 2021 |
| Předmět: |
Adult
Male 050103 clinical psychology Adolescent Process (engineering) Emotions Social Sciences Experimental and Cognitive Psychology Context (language use) Sample (statistics) Task (project management) Young Adult 03 medical and health sciences 0302 clinical medicine Arts and Humanities (miscellaneous) Humans Learning Attention 0501 psychology and cognitive sciences Reliability (statistics) Depression 05 social sciences Context Reproducibility of Results Flexibility (personality) Rule-based system 030227 psychiatry Psychiatry and Mental health Clinical Psychology Rule-based Female Attention switching Cues Flexibility Psychology Goals Cognitive psychology |
| Zdroj: | JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY |
| ISSN: | 0005-7916 1873-7943 |
| DOI: | 10.1016/j.jbtep.2020.101632 |
| Popis: | Background & objectives Deficits in the ability to process contextual changes have been proposed to be crucial for emotion dysregulation. A recent study found evidence for the role of contextual changes in exacerbating attention switching towards valence-specific goals using a novel attention flexibility paradigm. Despite the task indicating good reliability, the role of rule-based learning has not been clarified in this paradigm. Therefore, we examined whether the novel attention flexibility task is an index of context-based attention switching or does it reflect impact of rule-based learning on attention. Method We employed a neutral version of the attention flexibility task. A sample of dysphoric and non-dysphoric participants were introduced to neutral contexts which required them to shift between neutral categories of pictures depending upon the cueing shape. Results There was an existence of a switch cost for shifting between different rules owing to the features of the rules. Further, non-dysphorics were faster at set-shifting between different rules as compared to dysphoric individuals. However, unlike in the affective version of the attention flexibility task, we found no significant differences between dysphoric and non-dysphoric individuals in attention switching patterns owing to switching between different rules. Limitations Although the current study aimed to replicate the design of the previous study, a depressed patient sample must be employed to further clarify the different aspects of the attention flexibility paradigm. Conclusion Our findings were able to clarify the non-existent role of rule-based learning in the attention flexibility paradigm. |
| Databáze: | OpenAIRE |
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