A hierarchical bayesian model of learning and decision making in anxiety
Başlık çevirisi mevcut değil.
- Tez No: 837802
- Danışmanlar: DR. MARİA HERROJO RUİZ
- Tez Türü: Yüksek Lisans
- Konular: Psikoloji, İstatistik, Psychology, Statistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2019
- Dil: İngilizce
- Üniversite: University of London Goldsmiths College
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 37
Özet
The effects of anxiety on various cognitive processes are of great interest in the field of neuroscience. Previous research has shown that anxious individuals have difficulties in updating their beliefs when the environment is unstable. (Browning et al., 2015). It has been known that anxiety can lead to learning deficits and suboptimal decisions (Huang et al., 2017). In this study, our main objective is to examine how state anxiety shapes learning and decisionmaking under uncertainty. For this purpose, a study consisting of two experimental groups was conducted. State anxiety was induced in the experimental groups. To manipulate anxiety levels, participants were told that they need to do a public speech and complete a mental arithmetic task after finishing the reward-based learning task. While 'Temporal Discount' (TD) group had a chance to get time discount in these tasks depending on their reward-based learning task performance, 'No Temporal Discount' (NTD) group had to do the all tasks in full. In the reward-based learning task, subjects learned the probabilistic relationship that varies over time between the visual stimuli and outcomes. Responses of participants were fitted individually using the Hierarchical Gaussian Filter (HGF) model which is a model within the context of Bayesian learning. Group differences in subject-specific variables estimated by the model were examined in the between-group comparisons. Although no significant betweengroup differences were found in the learning rates and subjective beliefs on different types of uncertainty, we observed some trends that are consistent with the current literature. Furthermore, our findings revealed the significant between-group difference in the anxiety measure, due to the manipulation. This thesis provides an important basis for further studies on the effects of state anxiety on learning and decision making.
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