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首页> 外文期刊>Brain Sciences >Associations between Attention and Implicit Associative Learning in Healthy Adults: The Role of Cortisol and Salivary Alpha-Amylase Responses to an Acute Stressor
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Associations between Attention and Implicit Associative Learning in Healthy Adults: The Role of Cortisol and Salivary Alpha-Amylase Responses to an Acute Stressor

机译：健康成年人的注意力与隐式关联学习的关联：皮质醇和唾液α-淀粉酶反应对急性应激源的作用

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In this study, we investigated the associations between implicit associative learning with the cortisol and salivary alpha-amylase (sAA) stress response to an acute stressor as well as their associations with attention. Eighty one healthy adults (25 male) participated and either performed the socially evaluated cold-pressor test (SECPT) or a warm-water control task (WWT). Either prior to or immediately after the SECPT/WWT, participants implicitly learned digit-symbol pairs. A not-previously announced recall test was conducted about 20 min after the SECPT/WWT. Attention was assessed by means of a Stroop task at nine time points over the course of the experiment. Memory recall performance was not significantly associated with the acquisition time point (pre or post stressor) and did not significantly differ between the responder groups (i.e., non-responders, sAA-and-cortisol responders, only sAA responders, and only cortisol responders). Attentional performance increased throughout the experiment (i.e., reaction times in the Stroop task decreased). No differences in the attentional time course were found between the responder groups. However, some associations were found ( p uncorrected 0.05) that did not pass the multiple comparison adjusted alpha level of α adjusted = 0.002, indicating different associations between attention and implicit learning between the responder groups. We conclude that the associations of sAA and cortisol responses with implicit learning are complex and are related to each other. Further studies in which both (sAA and cortisol responses) are selectively (de-) activated are needed. Furthermore, different learning tasks and less—potentially stressful—attentional assessments should be used in future research. Moreover, field studies are needed in which the associations between acute stress and implicit associative learning are investigated in everyday life.
机译：在这项研究中，我们调查了隐式关联学习与皮质醇和唾液α-淀粉酶（SAA）应激反应对急性压力源的关联以及关注的关联。八十一位健康成年人（25名男性）参与，并进行了社会评估的冷压测试（SECPT）或温水控制任务（WWT）。在SECPT / WWT之前或之后立即，参与者隐含地学习了数字符号对。在SECPT / WWT之后大约20分钟进行了一个未宣布的召回测试。通过在实验过程中的九个时间点，通过速度任务评估注意力。内存召回性能没有显着与采集时间点（前或后应力源）显着相关，并且响应者组（即，非响应者，Saa-and-cortisol响应者之间没有显着差异，只有Saa响应者，并且只有皮质醇响应者） 。整个实验中的注意力增加（即，Troop任务中的反应时间减少）。在响应者组之间发现注意时间课程没有差异。然而，发现一些关联（P未经校正的<0.05），其未通过的多个比较调整后的α调整后的α水平= 0.002，表明响应者组之间的注意力和隐式学习之间的不同关联。我们得出结论，Saa和皮质醇对隐式学习的响应的关联是复杂的，彼此相关。需要进一步的研究（SAA和皮质醇反应）选择性地（DE-）激活。此外，应在未来的研究中使用不同的学习任务和更少潜在的压力 - 注意力评估。此外，需要进行现场研究，其中在日常生活中调查了急性压力和隐性联合学习之间的关联。

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