The role of emotional interference on learning in an emotional probabilistic Go/No-Go task.
Objective: Reversing learned associations interferes with previously acquired learning, a form of retroactive interference for the previous association and proactive interference on the new learning. We examined associations involving emotional content and how they might impact interference. The cur...
| Publicado en: | Dusunen Adam: Journal of Psychiatry & Neurological Sciences Vol. 34; no. 1; pp. 23 - 32 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
KARE Publishing
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149640599&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149640599 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10188681 B9N6 jtl: Dusunen Adam: Journal of Psychiatry & Neurological Sciences issn: 10188681 maglogo: N pubinfo: dt: 2021 vid: 34 iid: 1 pid: 62027 pub: KARE Publishing artinfo: ui: 149640599 149640599 149640599 10.14744/DAJPNS.2021.00117 149640599 ppf: 23 ppct: 9 formats: tig: atl: The role of emotional interference on learning in an emotional probabilistic Go/No-Go task. aug: au: Saylik, Rahmi Castiello, Santiago Murphy, Robin A. affil: Mus Alparslan University, Department of Psychology, Mus - Turkey sug: subj: Emotions Learning Probability Task Performance and Analysis Human Male Female Adolescence Adult Validity Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Objective: Reversing learned associations interferes with previously acquired learning, a form of retroactive interference for the previous association and proactive interference on the new learning. We examined associations involving emotional content and how they might impact interference. The current study aims to discover the role positive, negative, and nonemotional stimuli play during acquisition and reversal learning in a probabilistic go/no-go task. Method: The task consisted of separate conditions of happy, sad, angry, fearful emotional stimuli and non-emotional stimuli during separate acquisition and reversal training periods. Ninety-seven participants aged 18-35 (49 females) took part in the study. Results: The results revealed that overall, participants were more accurate during acquisition than reversal. Further, happy stimuli were learned with greater accuracy during acquisition but were no easier to learn in reversal, effectively accompanied by a greater reversal cost. Conclusion: There is evidence that happy emotional stimuli act like stimuli with a stronger learning rate much like learning of other high salience stimuli. Emotion valanced stimuli like other types of stimuli and can be described mechanistically by varying learning rate parameters of associative models. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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