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.

中文翻译：

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上下文目标相关的注意力灵活性还是基于规则的学习？一种新的注意力灵活性范式的研究

背景与目标

处理情境变化的能力缺陷被认为是情绪失调的关键。最近的一项研究发现，使用新的注意力灵活性范式，上下文变化在加剧注意力转向特定价目标方面的作用的证据。尽管任务表明了良好的可靠性，但在这种范式中，基于规则的学习的作用尚未得到阐明。因此，我们检查了新的注意力灵活性任务是否是基于上下文的注意力切换的指标，还是反映了基于规则的学习对注意力的影响。

方法

我们采用了注意力灵活性任务的中性版本。将焦虑和非焦虑参与者的样本引入中性环境，这要求他们根据提示形状在中性类别的图片之间切换。

结果

由于规则的特性，不同规则之间的转换存在转换成本。此外，与烦躁的个体相比，非烦躁的人在不同规则之间的设置转换速度更快。然而，与注意力灵活性任务的情感版本不同，由于不同规则之间的切换，我们发现烦躁和非烦躁个体在注意力转换模式上没有显着差异。

限制

尽管目前的研究旨在复制先前研究的设计，但必须采用抑郁症患者样本来进一步阐明注意力灵活性范式的不同方面。

结论

我们的研究结果能够阐明基于规则的学习在注意力灵活性范式中并不存在的作用。