Contextual goal-dependent attention flexibility or rule-based learning? An investigation of a new attention flexibility paradigm

Abstract

Background & objectives: Deficits in the ability to process contextual changes have been proposed to be crucial for emotion dysregulation. A recent study found evidence for the role of contextual changes in exacerbating attention switching towards valence-specific goals using a novel attention flexibility paradigm. Despite the task indicating good reliability, the role of rule-based learning has not been clarified in this paradigm. Therefore, we examined whether the novel attention flexibility task is an index of context-based attention switching or does it reflect impact of rule-based learning on attention.

Method: We employed a neutral version of the attention flexibility task. A sample of dysphoric and non-dysphoric participants were introduced to neutral contexts which required them to shift between neutral categories of pictures depending upon the cueing shape.

Results: There was an existence of a switch cost for shifting between different rules owing to the features of the rules. Further, non-dysphorics were faster at set-shifting between different rules as compared to dysphoric individuals. However, unlike in the affective version of the attention flexibility task, we found no significant differences between dysphoric and non-dysphoric individuals in attention switching patterns owing to switching between different rules.

Limitations: Although the current study aimed to replicate the design of the previous study, a depressed patient sample must be employed to further clarify the different aspects of the attention flexibility paradigm.

Conclusion: Our findings were able to clarify the non-existent role of rule-based learning in the attention flexibility paradigm.

Keywords: Context; Depression; Flexibility; Rule-based.