Files and links (1)
Accepted (AM)Open Access (License Unspecified), Open
Journal article
Rumination Derails Reinforcement Learning With Possible Implications for Ineffective Behavior
Clinical psychological science, v 10(4), pp 714-733
01 Nov 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
How does rumination affect reinforcement learning-the ubiquitous process by which people adjust behavior after error to behave more effectively in the future? In a within-subjects design (N = 49), we tested whether experimentally manipulated rumination disrupts reinforcement learning in a multidimensional learning task previously shown to rely on selective attention. Rumination impaired performance, yet unexpectedly, this impairment could not be attributed to decreased attentional breadth (quantified using a decay parameter in a computational model). Instead, trait rumination (between subjects) was associated with higher decay rates (implying narrower attention) but not with impaired performance. Our task-performance results accord with the possibility that state rumination promotes stress-generating behavior in part by disrupting reinforcement learning. The trait-rumination finding accords with the predictions of a prominent model of trait rumination (the attentional-scope model). More work is needed to understand the specific mechanisms by which state rumination disrupts reinforcement learning.
Metrics
Details
- Title
- Rumination Derails Reinforcement Learning With Possible Implications for Ineffective Behavior
- Creators
- Peter Hitchcock - HologicEvan Forman - Drexel UniversityNina Rothstein - Drexel UniversityFengqing Zhang - Drexel UniversityJohn Kounios - Drexel UniversityYael Niv - Princeton UniversityChris Sims - Rensselaer Polytechnic Institute
- Publication Details
- Clinical psychological science, v 10(4), pp 714-733
- Publisher
- Sage
- Number of pages
- 20
- Grant note
- F32-MH123055; R01MH119511 / National Institute of Mental Health; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); School of Biomedical Engineering, Science, and Health Systems; WELL Center
- Web of Science ID
- WOS:000715475200001
- Scopus ID
- 2-s2.0-85118401110
- Other Identifier
- 991019169672104721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychiatry
- Psychology
- Psychology, Clinical