Explaining reversal learning deficits in anxiety with electrophysiological evidence

Reversal learning is a crucial aspect of behavioral flexibility that plays a significant role in environmental adaptation and development. While previous studies have established a link between anxiety and impaired reversal learning ability, the underlying mechanisms behind this association remain unclear. This study employed a probabilistic reversal learning task with electroencephalographic recording to investigate these mechanisms. Participants were divided into two groups based on their scores on Spielberger's State-Trait Anxiety Inventory: high trait-anxiety (HTA) and low trait-anxiety (LTA), consisting of 50 individuals in each group. The results showed that the HTA group had poorer reversal learning performance than the LTA group, including a lower tendency to shift to the new optimal option after rule reversals (reversal-shift). The study also examined event-related potentials elicited by reversals and found that although the N1 (related to attention allocation), feedback-related negativity (FRN: related to belief updating), and P3 (related to response inhibition) were all sensitive to the grouping factor, only the FRN elicited by reversal-shift mediated the relationship between anxiety and the number/reaction time of reversal-shift. From these findings, we suggest that abnormalities in belief updating may contribute to the impaired reversal learning performance observed in anxious individuals. In our opinion, this study sheds light on potential targets for interventions aimed at improving behavioral flexibility in anxious individuals.

Automated summary

Reversal learning is important for behavioral flexibility, and the association between anxiety and impaired reversal learning ability has been established. This study investigated the underlying mechanisms of this association using a probabilistic reversal learning task with EEG recording. The results showed that individuals with high trait-anxiety had poorer reversal learning performance and lower tendency to shift to the new optimal option after rule reversals. The study also found that the FRN elicited by reversal-shift mediated the relationship between anxiety and the number/reaction time of reversal-shift. This study suggests that abnormalities in belief updating may contribute to impaired reversal learning in anxious individuals.