Prior research indicates that depressed individuals are less responsive to rewards and more sensitive to punishments than non-depressed individuals. This study examines decision-making under reward maximizing or punishment minimizing conditions among adults with low (n = 47) or high (n = 48) depression symptoms. We utilized a history-independent decision making task where learning is experience-based and participants’ goal was to enhance immediate payoff. Results indicated a significant interaction between incentive condition (reward maximizing, punishment minimizing) and depression group. Within the low depression group, better performance was observed for reward maximization than punishment minimization. In contrast, within the high depression group, better performance was observed for punishment minimization than reward maximization. Further, the high depression group outperformed the low depression symptom group in the punishment minimization condition, but no depression group differences were observed in the reward maximization condition. Computational modeling indicated that the high depression group was more likely to choose options with the highest expected reward, particularly in the punishment condition. Thus, decision-making is improved for people with elevated depression symptoms when minimizing punishment relative to maximizing rewards.

Dissociable prototype learning systems have been demonstrated behaviorally and with neuroimaging in younger adults as well as with patient populations. In A/not-A (AN) prototype learning, participants are shown members of category A during training, and during test are asked to decide whether novel items are in category A or are not in category A. Research suggests that AN learning is mediated by a perceptual learning system. In A/B (AB) prototype learning, participants are shown members of category A and B during training, and during test are asked to decide whether novel items are in category A or category B. In contrast to AN, research suggests that AB learning is mediated by a declarative memory system. The current study examined the effects of normal aging on AN and AB prototype learning. We observed an age-related deficit in AB learning, but an age-related advantage in AN learning. Computational modeling supports one possible interpretation based on narrower selective attentional focus in older adults in the AB task and broader selective attention in the AN task. Neuropsychological testing in older participants suggested that executive functioning and attentional control were associated with better performance in both tasks. However, nonverbal memory was associated with better AN performance, while visual attention was associated with worse AB performance. The results support an interactive memory systems approach and suggest that age-related declines in one memory system can lead to deficits in some tasks, but to enhanced performance in others.