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Publications (10 of 22) Show all publications
Guath, M., Kleberg, J. L., Weis, J., Widegren, E., Frick, M., Möller, S., . . . Frick, A. (2023). Pupil dilation during negative prediction errors is related to brain choline concentration and depressive symptoms in adolescents. Behavioural Brain Research, 436, Article ID 114060.
Open this publication in new window or tab >>Pupil dilation during negative prediction errors is related to brain choline concentration and depressive symptoms in adolescents
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2023 (English)In: Behavioural Brain Research, ISSN 0166-4328, E-ISSN 1872-7549, Vol. 436, article id 114060Article in journal (Refereed) Published
Abstract [en]

Depressive symptoms are associated with altered pupillary responses during learning and reward prediction as well as with changes in neurometabolite levels, including brain concentrations of choline, glutamate and gamma-aminobutyric acid (GABA). However, the full link between depressive symptoms, reward-learning-related pupillary responses and neurometabolites is yet to be established as these constructs have not been assessed in the same individuals. The present pilot study, investigated these relations in a sample of 24 adolescents aged 13 years. Participants completed the Revised Child Anxiety and Depression Scale (RCADS) and underwent a reward learning task while measuring pupil dilation and a single voxel dorsal anterior cingulate cortex (dACC) MEGA-PRESS magnetic resonance spectroscopy scan assessing choline, glutamate and GABA concentrations. Pupil dilation was related to prediction errors (PE) during learning, which was captured by a prediction error-weighted pupil dilation response index (PE-PDR) for each individual. Higher PE-PDR scores, indicating larger pupil dilations to negative prediction errors, were related to lower depressive symptoms and lower dACC choline concentrations. Dorsal ACC choline was positively associated with depressive symptoms, whereas glutamate and GABA were not related to PE-PDR or depressive symptoms. The findings support notions of cholinergic involvement in depressive symptoms and cholinergic influence on reward-related pupillary response, suggesting that pupillary responses to negative prediction errors may hold promise as a biomarker of depressive states.

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
Magnetic resonance spectroscopy, Mood disorders, Reward learning, Operant conditioning
National Category
Psychiatry
Identifiers
urn:nbn:se:uu:diva-482772 (URN)10.1016/j.bbr.2022.114060 (DOI)000874756400003 ()
Funder
Riksbankens Jubileumsfond, P17–0256:1Kjell and Marta Beijer FoundationÅke Wiberg Foundation, M20-0152Magnus Bergvall FoundationSwedish Psychiatric Foundation
Available from: 2022-08-26 Created: 2022-08-26 Last updated: 2022-12-05Bibliographically approved
Guath, M., Willfors, C., Björlin Avdic, H., Nordgren, A. & Kleberg, J. L. (2023). Pupillary response in reward processing in adults with major depressive disorder in remission. Journal of the International Neuropsychological Society, 29(3), 306-315
Open this publication in new window or tab >>Pupillary response in reward processing in adults with major depressive disorder in remission
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2023 (English)In: Journal of the International Neuropsychological Society, ISSN 1355-6177, E-ISSN 1469-7661, Vol. 29, no 3, p. 306-315Article in journal (Refereed) Published
Abstract [en]

Objective:

Major depressive disorder (MDD) is associated with impaired reward processing and reward learning. The literature is inconclusive regarding whether these impairments persist after remission. The current study examined reward processing during a probabilistic learning task in individuals in remission from MDD (n = 19) and never depressed healthy controls (n = 31) matched for age and sex. The outcome measures were pupil dilation (an indirect index of noradrenergic activity and arousal) and computational modeling parameters.

Method:

Participants completed two versions (facial/nonfacial feedback) of probabilistic reward learning task with changing contingencies. Pupil dilation was measured with a corneal reflection eye tracker. The hypotheses and analysis plan were preregistered.

Result:

Healthy controls had larger pupil dilation following losses than gains (p <.001), whereas no significant difference between outcomes was found in individuals with a history of MDD, resulting in an interaction between group and outcome (beta = 0.81, SE = 0.34, t = 2.37, p = .018). The rMDD group also achieved lower mean score at the last trial (t[46.77] = 2.12, p = .040) as well as a smaller proportion of correct choices (t[46.70] = 2.09, p = .041) compared with healthy controls.

Conclusion:

Impaired reward processing may persist after remission from MDD and could constitute a latent risk factor for relapse. Measuring pupil dilation in a reward learning task is a promising method for identifying reward processing abnormalities linked to MDD. The task is simple and noninvasive, which makes it feasible for clinical research.

Place, publisher, year, edition, pages
Cambridge University Press, 2023
Keywords
pupil dilation, computational psychiatry, probabilistic reward learning, major depressive disorder (MDD) in remission, reinforcement learning, biomarker
National Category
Psychiatry
Identifiers
urn:nbn:se:uu:diva-482608 (URN)10.1017/s1355617722000224 (DOI)000794358700001 ()35545874 (PubMedID)
Funder
Magnus Bergvall FoundationÅke Wiberg Foundation
Available from: 2022-08-24 Created: 2022-08-24 Last updated: 2023-07-12Bibliographically approved
Avdic, H. B., Strannegård, C., Engberg, H., Willfors, C., Nordgren, I., Frisen, L., . . . Kleberg, J. L. (2023). Reduced effects of social feedback on learning in Turner syndrome. Scientific Reports, 13(1), Article ID 15858.
Open this publication in new window or tab >>Reduced effects of social feedback on learning in Turner syndrome
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2023 (English)In: Scientific Reports, E-ISSN 2045-2322, Vol. 13, no 1, article id 15858Article in journal (Refereed) Published
Abstract [en]

Turner syndrome is a genetic condition caused by a complete or partial loss of one of the X chromosomes. Previous studies indicate that Turner syndrome is associated with challenges in social skills, but the underlying mechanisms remain largely unexplored. A possible mechanism is a reduced social influence on learning. The current study examined the impact of social and non-social feedback on learning in women with Turner syndrome (n=35) and a sex- and age-matched control group (n=37). Participants were instructed to earn points by repeatedly choosing between two stimuli with unequal probabilities of resulting in a reward. Mastering the task therefore required participants to learn through feedback which of the two stimuli was more likely to be rewarded. Data were analyzed using computational modeling and analyses of choice behavior. Social feedback led to a more explorative choice behavior in the control group, resulting in reduced learning compared to non-social feedback. No effects of social feedback on learning were found in Turner syndrome. The current study thus indicates that women with Turner syndrome may be less sensitive to social influences on reinforcement learning, than the general population.

Place, publisher, year, edition, pages
Springer Nature, 2023
National Category
Social Psychology
Identifiers
urn:nbn:se:uu:diva-518360 (URN)10.1038/s41598-023-42628-7 (DOI)001087778000043 ()37739980 (PubMedID)
Funder
Swedish Research CouncilRegion StockholmKarolinska Institute
Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2023-12-19Bibliographically approved
Kleberg, J. L., Willfors, C., Avdic, H. B., Riby, D., Galazka, M. A., Guath, M., . . . Strannegård, C. (2023). Social feedback enhances learning in Williams syndrome. Scientific Reports, 13, Article ID 164.
Open this publication in new window or tab >>Social feedback enhances learning in Williams syndrome
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2023 (English)In: Scientific Reports, E-ISSN 2045-2322, Vol. 13, article id 164Article in journal (Refereed) Published
Abstract [en]

Williams syndrome (WS) is a rare genetic condition characterized by high social interest and approach motivation as well as intellectual disability and anxiety. Despite the fact that social stimuli are believed to have an increased intrinsic reward value in WS, it is not known whether this translates to learning and decision making. Genes homozygously deleted in WS are linked to sociability in the general population, making it a potential model condition for understanding the social brain. Probabilistic reinforcement learning was studied with either social or non-social rewards for correct choices. Social feedback improved learning in individuals with Williams syndrome but not in typically developing controls or individuals with other intellectual disabilities. Computational modeling indicated that these effects on social feedback were mediated by a shift towards higher weight given to rewards relative to punishments and increased choice consistency. We conclude that reward learning in WS is characterized by high volatility and a tendency to learn how to avoid punishment rather than how to gain rewards. Social feedback can partly normalize this pattern and promote adaptive reward learning.

Place, publisher, year, edition, pages
Springer Nature, 2023
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-507490 (URN)10.1038/s41598-022-26055-8 (DOI)001003343100029 ()36599864 (PubMedID)
Funder
Swedish Research CouncilRegion StockholmKarolinska InstituteThe Swedish Brain FoundationPromobilia foundationStiftelsen Sunnerdahls HandikappfondH.R.H. Crown Princess Lovisa's Association for Child Care
Available from: 2023-07-07 Created: 2023-07-07 Last updated: 2023-07-07Bibliographically approved
Guath, M. & Nygren, T. (2022). Civic Online Reasoning Among Adults: An Empirical Evaluation of a Prescriptive Theory and Its Correlates. Frontiers in Education, 7, Article ID 721731.
Open this publication in new window or tab >>Civic Online Reasoning Among Adults: An Empirical Evaluation of a Prescriptive Theory and Its Correlates
2022 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 721731Article in journal (Refereed) Published
Abstract [en]

Today, the skill to read digital news in constructive ways is a pivotal part of informed citizenship. A large part of the research on digital literacy is dedicated to adolescents and not adults. In this study, we address this research gap. We investigated the abilities of 1222 Swedish adults to determine the credibility of false, biased, and credible digital news in relation to their background, education, attitudes, and self-reported skills. Their ability was operationalized as three components in the prescriptive theory of civic online reasoning. Results from a combined survey and performance test showed that the ability to determine the credibility of digital news is associated with higher education, educational orientation in humanities/arts, natural sciences, and technology, the incidence of sourcing at work, and appreciation of credible news. An SEM analysis confirmed that the items used to assess the different skills tapped into the theoretical constructs of civic online reasoning and that civic online reasoning was associated with a majority of the predictors in the analyses of the separate skills. The results provide unique evidence for a prescriptive theory of the skills needed to navigate online.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
media information literacy, critical thinking (skills), fact-checking behavior, disinformation, SEM
National Category
Educational Sciences Psychology Media and Communications
Research subject
Curriculum Studies; Psychology
Identifiers
urn:nbn:se:uu:diva-481058 (URN)10.3389/feduc.2022.721731 (DOI)000830175300001 ()
Funder
Vinnova, 2018-01279
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2022-08-19Bibliographically approved
Guath, M., Stikvoort, B. & Juslin, P. (2022). Nudging for eco-friendly online shopping-Attraction effect curbs price sensitivity. Journal of Environmental Psychology, 81, Article ID 101821.
Open this publication in new window or tab >>Nudging for eco-friendly online shopping-Attraction effect curbs price sensitivity
2022 (English)In: Journal of Environmental Psychology, ISSN 0272-4944, E-ISSN 1522-9610, Vol. 81, article id 101821Article in journal (Refereed) Published
Abstract [en]

The current study investigates the efficiency of nudging people to purchase more eco-friendly electronic devices in an emulated online milieu. To this end, participants were presented with three different products (smart phones, monitors and portable speakers) with two different nudges (attraction and default) and a control condition. Results from two experiments show that, while there was already a strong preference to make eco-friendly choices in control conditions, when eco-friendly choices were costlier, there was a clear positive effect of an attraction nudge on participants' eco-friendly preferences. In other words, when product prices were generally high, or when there are large price differences between options, the attraction nudge resulted in a higher probability of eco-friendly choices compared to when no attraction effect is used. The default nudge was less efficient, sometimes producing a negative effect, while its effect was mediated by whether participants endorsed a strong bio-centric worldview, in which case the default nudge promoted more eco-friendly choices. The results are discussed in relation to potential challenges pertaining to deceit and perceived paternalistic intentions with use of nudges.

Place, publisher, year, edition, pages
Elsevier, 2022
Keywords
nudging, Pro-environmental consumption behaviour, Experiment, Online decision making, Context effect, Default
National Category
Economics
Identifiers
urn:nbn:se:uu:diva-481924 (URN)10.1016/j.jenvp.2022.101821 (DOI)000830398800001 ()
Funder
StandUp
Available from: 2022-08-19 Created: 2022-08-19 Last updated: 2023-08-25Bibliographically approved
Nygren, T. & Guath, M. (2022). Students Evaluating and Corroborating Digital News. Scandinavian Journal of Educational Research, 66(4), 549-565
Open this publication in new window or tab >>Students Evaluating and Corroborating Digital News
2022 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, no 4, p. 549-565Article in journal (Refereed) Published
Abstract [en]

In this study, we investigate how 2,216 Swedish upper secondary schoolstudents’ performances of sourcing, evaluating evidence, and corroboratingdigital news relate to their background, educational orientation attitudes,and self-rated skills. We used a combined online survey and performancetest to investigate students’ abilities to evaluate online news. Findingsconfirm and challenge previous research results about civic onlinereasoning. The most prominent effect on performance is the appreciationof credible news. This attitude is related to students’ abilities to sourcenews, evaluate texts and images, and corroborate a misleading climatechange website. We also found a digital civic literacy divide betweenstudents on theoretical and vocational programs with different knowledge,skills, and attitudes. Noting the democratic challenge of misinformation, wecall for more research on how education can support digital civic literacy ingeneral and specific ways.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Replication; credibility; sourcing; fact-checking; fake news; media and information literacy; disinformation; critical thinking; misinformation
National Category
Educational Sciences Media and Communications Psychology Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-439622 (URN)10.1080/00313831.2021.1897876 (DOI)000631397500001 ()
Funder
Vinnova, 2018-01279
Available from: 2021-04-08 Created: 2021-04-08 Last updated: 2023-07-13Bibliographically approved
Nygren, T., Guath, M., Axelsson, C.-A. W. & Frau-Meigs, D. (2021). Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden. Information, 12(5), Article ID 201.
Open this publication in new window or tab >>Combatting Visual Fake News with a Professional Fact-Checking Tool in Education in France, Romania, Spain and Sweden
2021 (English)In: Information, E-ISSN 2078-2489, Vol. 12, no 5, article id 201Article in journal (Refereed) Published
Abstract [en]

Educational and technical resources are regarded as central in combating disinformation and safeguarding democracy in an era of ‘fake news’. In this study, we investigated whether a professional fact-checking tool could be utilised in curricular activity to make pupils more skilled in determining the credibility of digital news and to inspire them to use digital tools to further their transliteracy and technocognition. In addition, we explored how pupils’ performance and attitudes regarding digital news and tools varied across four countries (France, Romania, Spain, and Sweden). Our findings showed that a two-hour intervention had a statistically significant impact on teenagers’ abilities to determine the credibility of fake images and videos. We also found that the intervention inspired pupils to use digital tools in information credibility assessments. Importantly, the intervention did not make pupils more sceptical of credible news. The impact of the intervention was greater in Romania and Spain than among pupils in Sweden and France. The greater impact in these two countries, we argue, is due to cultural context and the fact that pupils in Romania and Spain learned to focus less on ’gut feelings’, increased their use of digital tools, and had a more positive attitude toward the use of the fact-checking tool than pupils in Sweden and France.

Keywords
fake news, media and information literacy, teaching and learning, fact-checking, lateral reading
National Category
Educational Sciences Media and Communications
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-443184 (URN)10.3390/info12050201 (DOI)000653976100001 ()
Funder
European CommissionVinnova, 2018-01279
Available from: 2021-05-26 Created: 2021-05-26 Last updated: 2021-06-21Bibliographically approved
Axelsson, C.-A. W., Guath, M. & Nygren, T. (2021). Learning How to Separate Fake From Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning. Future Internet, 13(3), Article ID 60.
Open this publication in new window or tab >>Learning How to Separate Fake From Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning
2021 (English)In: Future Internet, E-ISSN 1999-5903, Vol. 13, no 3, article id 60Article in journal (Refereed) Published
Abstract [en]

With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts. 

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
civic online reasoning, source criticism, lateral reading, observational learning, fact-checking tutorials
National Category
Learning
Identifiers
urn:nbn:se:uu:diva-437745 (URN)10.3390/fi13030060 (DOI)000633686700001 ()
Funder
Vinnova, 018-01279
Available from: 2021-03-15 Created: 2021-03-15 Last updated: 2023-08-03Bibliographically approved
Guath, M., Juslin, P. & Rackwitz, R. (2021). Why do people pursue goals sequentially when they try to balance cost and utility?. Journal of Cognitive Psychology, 33(8), 931-950
Open this publication in new window or tab >>Why do people pursue goals sequentially when they try to balance cost and utility?
2021 (English)In: Journal of Cognitive Psychology, ISSN 2044-5911, E-ISSN 2044-592X, Vol. 33, no 8, p. 931-950Article in journal (Refereed) Published
Abstract [en]

While research in Cognitive Psychology has investigated people's ability to use feedback to pursue a single goal, little research has addressed their ability to use feedback to pursue multiple goals. We investigated the reasons for the sequential goal pursuit observed in previous research using a multiple-cue-probability learning task aiming at teaching energy efficiency, specifically, if it derives from cognitive constraints. The task was to balance utility (comfort) against cost, with an explicit budget for both variables (Experiment 1); with utility expressed in an accessible unit (Experiment 2); and with utility represented by a linear function (Experiment 3). The results suggest that the sequential goal pursuit behaviour is driven by limits on cognitive capacity that are little affected by training and goal phrasing. One cognitive constraint was the difficulty with interpreting the effect of actions on the nonlinear utility, which reinforced an initial priority assigned to actions on the linear cost.

Keywords
Sequential goal pursuit, multiple goal pursuit, optimisation task, cognitive constraints, multiple cue probability learning
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:uu:diva-457764 (URN)10.1080/20445911.2021.1969941 (DOI)000691487800001 ()
Available from: 2021-11-02 Created: 2021-11-02 Last updated: 2022-04-27Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-9613-0808

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