ArticleJournal of the International Neuropsychological Society : JINS2024
Altered learning from positive feedback in adolescents with anorexia nervosa.
Article in Journal of the International Neuropsychological Society : JINS, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- A neurodevelopmental model of eating disorder risk in midlife to older adulthood.Neuroscience and biobehavioral reviews · 2026Review
- Striatal and hippocampal contributions to value-based learning in adolescence.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Review
- Reinforcement Learning and Decision Making in Anorexia Nervosa.Current psychiatry reports · 2025Review
- Shaping the Future of Psychiatric Neurosurgery: From Connectomic Precision to Technological Integration.Brain sciences · 2025Review
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Authors and funding
7 authors.
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Abstract
objectiveAnorexia nervosa (AN) is characterized by severe restriction of calorie intake, which persists despite serious medical and psychological sequelae of starvation. Several prior studies have identified impaired feedback learning among individuals with AN, but whether it reflects a disturbance in learning from positive feedback (i.e., reward), negative feedback (i.e., punishment), or both, and the extent to which this impairment is related to severity and duration of illness, has not been clarified.
methodParticipants were female adolescents with AN (
resultsAdolescents with AN had a significantly lower rate of learning from positive feedback relative to HC. Patients and HC did not differ in learning from negative feedback or on overall task performance measures. Feedback learning parameters were not significantly associated with duration of illness, eating disorder severity, or questionnaire-based reports of reward and punishment sensitivity.
conclusionAdolescents with AN showed a circumscribed deficit in learning from reward that was not associated with duration of illness or reported sensitivity to reward or punishment. Subsequent longitudinal research should explore whether differences in learning from positive feedback relate to course of illness in youth with AN.
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