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Impaired implicit learning in adults with anorexia nervosa.

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Title: Impaired implicit learning in adults with anorexia nervosa.
Authors: Wiener, Markus, Bengesser, Susanne A., Wagner‐Skacel, Jolana, Haidacher, Fiona N. A., Lahousen‐Luxenberger, Theresa, Wenninger, Julian, Hasiba‐Seebacher, Karin, Fellendorf, Frederike T., Painold, Annamaria, Kreuzer, Kathrin, Butler, Mary, Lackner, Sonja, Pilz, René, Mörkl, Sabrina
Source: International Journal of Eating Disorders. Jan2024, Vol. 57 Issue 1, p195-200. 6p.
Subjects: Anorexia nervosa complications, Anorexia nervosa treatment, Pilot projects, Psychoeducation, Case-control method, Task performance, Weather, Learning, Learning disabilities, Philosophy of education, Forecasting, Psychotherapy, Adults
Abstract: Objective: Cognitive alterations play an important role in the pathophysiology and treatment of anorexia nervosa (AN). Previous studies suggest that some implicit learning processes may be inhibited in AN. However, this has not yet been fully explored. The purpose of this study is to analyze implicit learning in patients with AN in comparison to healthy controls. Methods: In this pilot‐study, a total of 21 patients diagnosed with AN and 21 matched controls were administered the weather prediction task (WPT), a probabilistic implicit category learning task that consists of two sub‐variants. During the feedback (FB) version of the task, participants learn associations between tarot cards and weather outcomes via an operant learning model through which they receive immediate FB on their answers, whereas during the paired associate (PA) variant, participants are directly asked to memorize given associations. Results: AN patients showed selective impairment on the FB task where they scored significantly lower both in comparison to controls (p =.001) who completed the same task and when compared to their own performance on the PA variant (p =.006). Clinical measures showed no significant correlations with test scores. Discussion: Our results demonstrate implicit FB learning deficiencies in adult patients with AN. These impairments may have an impact on the effect of psychotherapeutic interventions and could partially explain the lack of treatment response in AN. Further studies are necessary to derive when and through which mechanisms these alterations originate, and to what extent they should be considered during treatment of the disorder. Public Significance: Cognitive impairments pose a challenge in the management of anorexia nervosa. Improved comprehension of cognitive alterations could lead to a greater understanding of the disease and adaptation of psychotherapeutic treatments. In this study, we found that implicit feedback learning in anorexia nervosa is impaired compared to healthy controls. This could indicate the necessity of treatment adaptations in the form of therapy tools without feedback and a larger focus on psychoeducation. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Eating Disorders is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Impaired implicit learning in adults with anorexia nervosa.
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  Data: <searchLink fieldCode="AR" term="%22Wiener%2C+Markus%22">Wiener, Markus</searchLink><br /><searchLink fieldCode="AR" term="%22Bengesser%2C+Susanne+A%2E%22">Bengesser, Susanne A.</searchLink><br /><searchLink fieldCode="AR" term="%22Wagner‐Skacel%2C+Jolana%22">Wagner‐Skacel, Jolana</searchLink><br /><searchLink fieldCode="AR" term="%22Haidacher%2C+Fiona+N%2E+A%2E%22">Haidacher, Fiona N. A.</searchLink><br /><searchLink fieldCode="AR" term="%22Lahousen‐Luxenberger%2C+Theresa%22">Lahousen‐Luxenberger, Theresa</searchLink><br /><searchLink fieldCode="AR" term="%22Wenninger%2C+Julian%22">Wenninger, Julian</searchLink><br /><searchLink fieldCode="AR" term="%22Hasiba‐Seebacher%2C+Karin%22">Hasiba‐Seebacher, Karin</searchLink><br /><searchLink fieldCode="AR" term="%22Fellendorf%2C+Frederike+T%2E%22">Fellendorf, Frederike T.</searchLink><br /><searchLink fieldCode="AR" term="%22Painold%2C+Annamaria%22">Painold, Annamaria</searchLink><br /><searchLink fieldCode="AR" term="%22Kreuzer%2C+Kathrin%22">Kreuzer, Kathrin</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+Mary%22">Butler, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Lackner%2C+Sonja%22">Lackner, Sonja</searchLink><br /><searchLink fieldCode="AR" term="%22Pilz%2C+René%22">Pilz, René</searchLink><br /><searchLink fieldCode="AR" term="%22Mörkl%2C+Sabrina%22">Mörkl, Sabrina</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Eating+Disorders%22">International Journal of Eating Disorders</searchLink>. Jan2024, Vol. 57 Issue 1, p195-200. 6p.
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  Data: <searchLink fieldCode="DE" term="%22Anorexia+nervosa+complications%22">Anorexia nervosa complications</searchLink><br /><searchLink fieldCode="DE" term="%22Anorexia+nervosa+treatment%22">Anorexia nervosa treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducation%22">Psychoeducation</searchLink><br /><searchLink fieldCode="DE" term="%22Case-control+method%22">Case-control method</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Weather%22">Weather</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Forecasting%22">Forecasting</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: Cognitive alterations play an important role in the pathophysiology and treatment of anorexia nervosa (AN). Previous studies suggest that some implicit learning processes may be inhibited in AN. However, this has not yet been fully explored. The purpose of this study is to analyze implicit learning in patients with AN in comparison to healthy controls. Methods: In this pilot‐study, a total of 21 patients diagnosed with AN and 21 matched controls were administered the weather prediction task (WPT), a probabilistic implicit category learning task that consists of two sub‐variants. During the feedback (FB) version of the task, participants learn associations between tarot cards and weather outcomes via an operant learning model through which they receive immediate FB on their answers, whereas during the paired associate (PA) variant, participants are directly asked to memorize given associations. Results: AN patients showed selective impairment on the FB task where they scored significantly lower both in comparison to controls (p =.001) who completed the same task and when compared to their own performance on the PA variant (p =.006). Clinical measures showed no significant correlations with test scores. Discussion: Our results demonstrate implicit FB learning deficiencies in adult patients with AN. These impairments may have an impact on the effect of psychotherapeutic interventions and could partially explain the lack of treatment response in AN. Further studies are necessary to derive when and through which mechanisms these alterations originate, and to what extent they should be considered during treatment of the disorder. Public Significance: Cognitive impairments pose a challenge in the management of anorexia nervosa. Improved comprehension of cognitive alterations could lead to a greater understanding of the disease and adaptation of psychotherapeutic treatments. In this study, we found that implicit feedback learning in anorexia nervosa is impaired compared to healthy controls. This could indicate the necessity of treatment adaptations in the form of therapy tools without feedback and a larger focus on psychoeducation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Eating Disorders is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=174880699
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/eat.24075
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 195
    Subjects:
      – SubjectFull: Anorexia nervosa complications
        Type: general
      – SubjectFull: Anorexia nervosa treatment
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: Psychoeducation
        Type: general
      – SubjectFull: Case-control method
        Type: general
      – SubjectFull: Task performance
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      – SubjectFull: Weather
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Philosophy of education
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      – SubjectFull: Forecasting
        Type: general
      – SubjectFull: Psychotherapy
        Type: general
      – SubjectFull: Adults
        Type: general
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      – TitleFull: Impaired implicit learning in adults with anorexia nervosa.
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              M: 01
              Text: Jan2024
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              Y: 2024
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