P.1.j.006 New neurocognitive endophenotype for major depressive episode: the role of working memory and implicit learning in the acute phase of depression

Borbély-Ipkovich, Emôke; Janacsek, Karolina; Nemeth, Darlyne G.; Gonda, Xénia

doi:10.1016/s0924-977x(15)30418-1

Cited by 2 publications

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“…Numerous studies have examined the relationship between mood disorders and working memory (WM) impairment, suggesting that depressive episodes and negative mood may significantly impact cognitive performance [3].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Interplay of Working Memory, Apathy, and Mood/Emotional Factors

Thellung di Courtelary,

Scozia,

Lasaponara

et al. 2024

Brain Sciences

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Background: Previous investigations on healthy humans showed conflicting evidence regarding the impact of mood on working memory performance. A systematic investigation of how mood affects apathy levels in healthy participants is currently missing. Methods: We administered a visuospatial (VS) and a numerical (N) n-back task to a sample of 120 healthy individuals. In these participants, using a series of questionnaires, we also evaluated apathy, mood, working memory, perceived stress, PTSD symptoms caused by the COVID-19 pandemic outbreak, and general psychiatric symptoms. Successively, we investigated their performance in the n-back task as a function of scores to these questionnaires. Results: Participants performed better in the N block than in the VS one. Their accuracy decreased as a function of the n-back difficulty. We reported no differences in working memory performance or apathy as a function of mood, stress, or PTSD symptoms. We found that phobic anxiety negatively predicted accuracy to the numerical n-back task and that subjects with greater anxiety and difficulty in regulating emotions also showed higher levels of withdrawal from the task. Conclusion: The study’s results suggest that while mood did not significantly affect working memory performance, strong associations were found between WMQ scores and working memory capabilities.

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Section: Introductionmentioning

confidence: 99%

Exploring the Interplay of Working Memory, Apathy, and Mood/Emotional Factors

Thellung di Courtelary,

Scozia,

Lasaponara

et al. 2024

Brain Sciences

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“…Due to the proposed centrality of this process for adaptive social functioning, impairments in IL have been investigated, with mixed results, as etiopathogenetic mechanisms in several disorders characterized by impairments in social functioning. For brevity, we only mention the equivocal findings obtained in autism (e.g., Brown et al, 2010 ; Gordon & Stark, 2007 ; Nemeth et al, 2010 ; Zwart et al, 2017 ) and depression (e.g., Borbély-Ipkovich et al, 2014 ; Exner et al, 2009 ; Janacsek et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Implicit and explicit learning of socio-emotional information in a dynamic interaction with a virtual avatar

Costea

Jurchiș

Visu‐Petra

et al. 2022

Psychological Research

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Implicit learning (IL) deals with the non-conscious acquisition of structural regularities from the environment. IL is often deemed essential for acquiring regularities followed by social stimuli (e.g., other persons’ behavior), hence is hypothesized to play a role in typical social functioning. However, our understanding of how this process might operate in social contexts is limited for two main reasons. First, while IL is highly sensitive to the characteristics of the surface stimuli upon which it operates, most IL studies have used surface stimuli with limited social validity (e.g., letters, symbols, etc.). Second, while the social environment is dynamic (i.e., our behaviors and reactions influence those of our social partners and vice-versa), the bulk of IL research employed noninteractive paradigms. Using a novel task, we examine whether IL is involved in the acquisition of regularities from a dynamic interaction with a realistic real-life-like agent. Participants (N = 115) interacted with a cinematic avatar that displayed different facial expressions. Their task was to regulate the avatar’s expression to a specified level. Unbeknownst to them, an equation mediated the relationship between their responses and the avatar’s expressions. Learning occurred in the task, as participants gradually increased their ability to bring the avatar in the target state. Subjective measures of awareness revealed that participants acquired both implicit and explicit knowledge from the task. This is the first study to show that IL operates in interactive situations upon socially relevant surface stimuli, facilitating future investigations of the role that IL plays in (a)typical social functioning.

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P.1.j.006 New neurocognitive endophenotype for major depressive episode: the role of working memory and implicit learning in the acute phase of depression

Cited by 2 publications

References 0 publications

Exploring the Interplay of Working Memory, Apathy, and Mood/Emotional Factors

Exploring the Interplay of Working Memory, Apathy, and Mood/Emotional Factors

Implicit and explicit learning of socio-emotional information in a dynamic interaction with a virtual avatar

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