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dc.contributor.authorFrey, Anna-Lena
dc.contributor.authorKaya, M. Siyabend
dc.contributor.authorAdeniyi, Irina
dc.contributor.authorMcCabe, Ciara
dc.date.accessioned2023-07-18T11:44:03Z
dc.date.available2023-07-18T11:44:03Z
dc.date.issued2023en_US
dc.identifier.issn2076-3425
dc.identifier.otherWOS:000938896200001
dc.identifier.urihttps://doi.org/10.3390/brainsci13020341
dc.identifier.urihttps://hdl.handle.net/20.500.12573/1640
dc.description.abstractAnhedonia, a central depression symptom, is associated with impairments in reward processing. However, it is not well understood which sub-components of reward processing (anticipation, motivation, consummation, and learning) are impaired in association with anhedonia in depression. In particular, it is unclear how learning about different rewards and the effort needed to obtain them might be associated with anhedonia and depression symptoms. Therefore, we examined learning in young people (N = 132, mean age 20, range 17–25 yrs.) with a range of depression and anhedonia symptoms using a probabilistic instrumental learning task. The task required participants to learn which options to choose to maximize their reward outcomes across three conditions (chocolate taste, puppy images, or money) and to minimize the physical effort required to obtain the rewards. Additionally, we collected questionnaire measures of anticipatory and consummatory anhedonia, as well as subjective reports of “liking”, “wanting” and “willingness to exert effort” for the rewards used in the task. We found that as anticipatory anhedonia increased, subjective liking and wanting of rewards decreased. Moreover, higher anticipatory anhedonia was significantly associated with lower reward learning accuracy, and participants demonstrated significantly higher reward learning than effort learning accuracy. To our knowledge, this is the first study observing an association of anhedonia with reward liking, wanting, and learning when reward and effort learning are measured simultaneously. Our findings suggest an impaired ability to learn from rewarding outcomes could contribute to anhedonia in young people. Future longitudinal research is needed to confirm this and reveal the specific aspects of reward learning that predict anhedonia. These aspects could then be targeted by novel anhedonia interventions.en_US
dc.description.sponsorshipRepublic of Turkish Ministry of National Education (MONE) 1416en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.isversionof10.3390/brainsci13020341en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectanhedoniaen_US
dc.subjectdepressionen_US
dc.subjectyouthen_US
dc.subjectlearningen_US
dc.subjectrewarden_US
dc.subjectefforten_US
dc.titleAnhedonia in Relation to Reward and Effort Learning in Young People with Depression Symptomsen_US
dc.typearticleen_US
dc.contributor.departmentAGÜ, İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümüen_US
dc.contributor.authorID0000-0001-9614-249Xen_US
dc.contributor.institutionauthorKaya, M. Siyabend
dc.identifier.volume13en_US
dc.identifier.issue2en_US
dc.identifier.startpage1en_US
dc.identifier.endpage12en_US
dc.relation.journalBRAIN SCIENCESen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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