The outcome-representation learning model: impairments in decision-making in adolescents with excess weight

Impairments in decision-making have been suggested as a predisposing factor to obesity development. Individuals with excess weight display riskier decisions than normal weight people. Furthermore, adolescence is a period of life in which risky behavior may increase. We aimed to investigate decision making applying the Outcome-Representation-Learning (ORL) model to the Iowa Gambling Task (IGT) in adolescents with excess weight. Twenty-nine excess weight and twenty-eight normal weight adolescents, classified according to their age-adjusted body mass index (BMI) percentile, participated in the study. Decision-making was measured using the IGT. A Bayesian computational ORL model was applied to assess reward learning, punishment learning, forgetfulness, win perseverance and deck perseverance. The IGT net score was lower in excess weight than normal weight adolescents (ß = 2.85; p <.027). Reward learning (95% HDI 0.011, 0.232]) was higher, while forgetfulness (95% HDI - 0.711, - 0.181]) and deck perseverance (95% HDI - 3.349, - 0.203]) were lower, in excess weight than normal weight adolescents. Excess weight adolescents seemed better at learning the most rewarding choices and showed a random strategy based on reward and novelty seeking. Consequently, excess weight adolescents made more disadvantageous selections, and performed worse in the IGT

Hormonal and emotional responses to competition using a dyadic approach: Basal testosterone predicts emotional state after a defeat

The present study analyzes the testosterone (T), cortisol (C) and emotional response in competitive interactions between dyads, as well as the relationship between basal T and the emotional response. Seventy-two men and women (36 dyads) participated in same-sex dyads in a face-to-face laboratory competition, and thirty-two men and women (16 dyads) carried out the same task in a non-competitive condition. Salivary samples (5 ml of saliva, plastic vials) were provided at three time points (baseline, task, and post-task), and subsequently T (pg/ml) and C (nmol/L) concentrations were measured using ELISA method. Participants completed self-reported measures of emotional valence, emotional arousal and perceived dominance by means of the Self-Assessment Manikin (SAM), at three time points (pre-task, task, and post-task). Two-level crossed Multilevel Models (MLM) showed a participants' stability in C (Mean ± SEM: baseline: 3.84 ± 0.28, task: 2.92 ± 0.28 and post-task: 2.62 ± 0.3), emotional valence (pre-task: 4 ± 0.06, task: 3.66 ± 0.1 and post-task: 3.84 ± 0.09), arousal (pre-task: 3.29 ± 0.09, task: 3.83 ± 0.09 and post-task: 3.38 ± 0.1) and dominance (pre-task: 3.28 ± 0.08, task: 3.4 ± 0.1 and post-task: 3.44 ± 0.09) values, which in the case of emotional valence and dominance was modulated by time-point, outcome and sex. Furthermore, analyses revealed that opponents' C, arousal and dominance values at one time-point influenced participants' values at the following time-point modulated by outcome, sex and time-point. Moreover, MLM indicated that in loser men, individuals higher in basal T (126.31 ± 6.4) displayed higher negative emotional valence after the defeat (post-task: 3.6 ± 0.21), while in women basal T (99.78 ± 12.6) was not significantly related to post competition emotional valence. These findings reinforce the importance of studying the relationship between hormonal and psychological changes in dyadic competition, and confirm that men and women differ in their psychophysiological responses to competition

The impulsiveness level influences the salivary cortisol response and social stress sensitivity in suicidal patients

International audienceIntroduction: Suicide attempters (SA) are more vulnerable to social stress and show disturbed cortisol response in stressful conditions compared with psychiatric and healthy controls. Recent data suggest that this dysregulation might be related to impulsivity traits. However, little is known about the emotional consequences of social stress in SA exposed to stress.Objectives: The aim of our study was to evaluate the cortisol and emotional responses to social stress in patients with depression with and without suicide attempt, by taking into account impulsivity traits and depression severity.Methods: 67 adult women (41 SA and 26 affective controls (AC,i.e. without suicide attempt history)) with lifetime history of major depressive episode were included. Patients performed the Trier Social Stress Test (TSST), a well-validated social stress task. Patients provided seven saliva samples, to measure the cortisol response, and filled in questionnaires to assess psychological pain, positive and negative mood, and anxiety at different time points (from 10 min before to 120 min after the TSST). Moderated regression models were used including suicide attempt history, depression severity, and impulsivity as independent variables and their interactions.Results: In patients with low depression and high impulsivity, salivary cortisol response during the TSST was higher in SA than in AC (p < .001). Psychological pain, negative mood, and anxiety were increased in all patients just after the TSST, followed by a decrease at 120 min. Positive mood recovery was slower in SA, and in patients with high impulsivity and low depression level (p < .001).Conclusions: Impulsivity traits have an important role in suicidal vulnerability in stress conditions. Impulsivity traits might help to differentiate patients at risk of suicide who are highly sensitive to stress when depression level is low. Higher impulsiveness may increase the sensitivity to emotional distress that translates into inadequate physiological responses

Cognitive modelling to assess decision-making impairments in patients with current depression and with/without suicide history

International audienceIt has been reported that decision making is impaired in suicide attempters. Decision making is a complex process and little is known about its different components. Yet, this information would help to understand the functioning of suicidal minds. In this study, the Prospect Valence-Learning (PVL) computational model was applied to the Iowa Gambling Task (IGT) to investigate and compare decision-making components in patients with affective disorder and with/without history of suicide attempts and in healthy controls. To this aim, 116 inpatients with current major depressive episode (among whom 62 suicide attempters) and 38 healthy controls were recruited. Decision-making performance was measured using the IGT. The Bayesian computational PVL model was applied to compare the feedback sensitivity, loss aversion, learning/memory, and choice consistency components of decision making in the different groups. Depressive symptomatology was assessed using the Beck Depression Inventory short form (BDI-SF). The total IGT net score and the loss aversion and learning/memory scores were lower in suicide attempters than in healthy controls. The choice consistency score was low in all patients (with/without suicide history) compared with healthy controls. Moreover, patients with high BDI score showed a positive relationship between the choice consistency score and suicide attempt. These findings suggest that decision-making impairment in depressed patients with and without suicidal history might be the result of underlying problems in feedback processing and task learning, which influence the building of long-term strategies. All these impairments should be targeted in therapeutic strategies for suicidal patients

Psychosocial health levels depending on the age of teachers

Antecedentes: Los factores de riesgo psicosocial, especialmente el estrés laboral, afectan negativamente a la salud psicosocial de los profesores. La profesión docente se ha considerado un colectivo con alto riesgo de padecer burnout o el síndrome de quemarse por el trabajo lo que supone una disminución de la calidad de vida de los docentes. Este efecto, según autores, podría estar mediado por la edad. Por ello, el objetivo del presente trabajo es analizar los niveles de salud psicosocial de un grupo de profesores en función de su edad. Método: La muestra del estudio está formada por 74 profesores (11 hombres y 63 mujeres) de educación primaria y secundaria con una edad media de 38.16 años, divididos en cuatro rangos de edad utilizados previamente en otras investigaciones (de 20-30 años con 20 sujetos; de 31-40 años formado por 22 sujetos, de 41-50 años con 22 sujetos; de 51-65 compuesto por 10 sujetos). Todos ellos contestaron cuestionarios de burnout, job strain y satisfacción laboral. Resultados: Los resultados muestran como el grupo de profesores de 31-40 años obtiene mayores niveles de agotamiento que el grupo 41-50 años (p=0.024). Sin embargo este grupo muestra mayor nivel de satisfacción laboral con los servicios recibidos con respecto al grupo 51-65 años (p=0.012). Por último, también se dan diferencias en la variable uso de habilidades, de la escala Job Strain, entre los rangos de edad 20-30 y 51-65 (p=0.010). Conclusiones: Las puntuaciones más altas registradas, en la variable uso de habilidades, por el grupo más joven indica que la preparación universitaria recibida les permite afrontar mejor las exigencias del puesto. Los profesores con edades comprendidas entre los 31 y 40 años obtienen mayor satisfacción laboral con los servicios recibidos y además registran mayor agotamiento que el resto de los grupos.Background: Psychosocial risk factors, especially job stress, negatively affect the psychosocial health of teachers. The teaching profession has been considered a group at high risk of burnout which means a decrease in the quality of life of teachers. This effect, according to the authors, could be mediated by the age. Therefore, the objective of this study is to analyse the levels of psychosocial health of a group of teachers based on their age. Method: The sample consists of 74 teachers (11 men and 63 women) of primary and secondary education with an average age 38.16 years, divided in four age ranges previously used in other studies (20-30 years with 20 subject; 31-40 years compound of 22 subjects; 41-50 years with 22 subjects; 51-65 compound of 10 subjects). All they answered questionnaires about burnout, job strain and job satisfaction. Results: The results showed that teachers of the group of 31-40-years obtained higher levels of exhaustion that the group 41-50 years (p=0.024). However this group showed higher level of job satisfaction with the services received with respect to the group 51-65 years old (p=0.012). Finally, differences in the variable use of skills, Job Strain scale, also exist between the age ranges 20-30 and 51-65 (p=0.010). Conclusions: The highest scores showed, in the variable use of skills, for the younger group could indicate that the received university training enables them to better meet the demands of the job. Teachers aged between 31 and 40 years scored hight in job satisfaction with the services received and also have more exhaustion than the rest of the groups.Este estudio se ha realizado con la ayuda del proyecto de investigación (GV07/022) concedido por la Generalitat Valenciana

Sexual orientation, gender: Where is the problem? Nowhere! Correct self-identification and minority stigma

International audiencePurpose: Self-concept, at the core of minority stress, is associated with negative mental health outcomes.Methods: We aimed to assess the effectiveness of a one-shot third-wave CBT intervention targeting correct self-identification to address suffering related to minority stress. The study population included 172 participants (n = 98 heterosexuals, n=13 transgenders). The intervention consisted of a 90 minutes conference including overview of LGBT's suffering related to distal and proximal factors, a wisdom understanding of the root of suffering (mistaken self-identification) followed by a Questions & Answers session. Participants completed online self-questionnaires assessing sociodemographic data, acceptance by others (external) and oneself (internal) for sexual orientation and gender variables before the conference, immediately after the conference, and three months later.Results: The conference helped to improve external acceptance of transgender for the whole sample, especially among the majority group. Those belonging to the minority (LGBT) had a positive benefit from the conference by reducing their fear of judgment. Adding a Q&A session to the conference failed to show any additional benefits.Conclusion: A specific wisdom-based self-identification conference appears to be an effective and low-cost intervention to target minority stigma, and therefore mental health and social integration of LGBT people

Intergroup Conflict and Rational Decision Making

<div><p>The literature has been relatively silent about post-conflict processes. However, understanding the way humans deal with post-conflict situations is a challenge in our societies. With this in mind, we focus the present study on the rationality of cooperative decision making after an intergroup conflict, i.e., the extent to which groups take advantage of post-conflict situations to obtain benefits from collaborating with the other group involved in the conflict. Based on dual-process theories of thinking and affect heuristic, we propose that intergroup conflict hinders the rationality of cooperative decision making. We also hypothesize that this rationality improves when groups are involved in an in-group deliberative discussion. Results of a laboratory experiment support the idea that intergroup conflict –associated with indicators of the activation of negative feelings (negative affect state and heart rate)– has a negative effect on the aforementioned rationality over time and on both group and individual decision making. Although intergroup conflict leads to sub-optimal decision making, rationality improves when groups and individuals subjected to intergroup conflict make decisions after an in-group deliberative discussion. Additionally, the increased rationality of the group decision making after the deliberative discussion is transferred to subsequent individual decision making.</p></div

Three stages in decision making.

<p>Each line represents the average money sent (from 0 to 3 Euros) in the three decision-making stages in the experimental and control conditions. The first stage (a) corresponds to an individual decision, the second (b) to a group decision, and the third (c) to an individual decision. In each of the two individual decisions, the average amount sent by each participant individually to the out-group is represented. In the group decision, the average amount sent by each group to the other group is represented. </p