Figure 1.
A schematic representation of the computerised cognitive and emotional tasks.
Figure 1a shows a representation of the Probability Reversal Task (PRT). Two stimuli are initially presented on the screen. The participant is asked to select one of the stimuli and the feedback “CORRECT” is given. In 20% of trials, participants are given negative reinforcement (“WRONG”). Figure 1b shows a word from the positive condition of the Affective Go/No-Go (AGN) task. Participants are asked to respond with a button press when they see a target word as fast as they can without making mistakes. Figure 1c shows the Paired Associates Learning task (PAL), in which six boxes are opened in a randomised order. A geometric shape(s) appears in one of the boxes. After all boxes are opened the geometric shapes appears in the center of the screen and the participant must select the box in which the shape appeared.
Table 1.
Cognitive and emotional test scores by 5-HTTLPR and CA groups.
Table 2.
Correlation matrix for study variables.
Figure 2.
Mean scores of self-reported depressive symptoms by gene variants in 5-HTTLPR and early childhood adversities (CA).
Error bars represent ±1 SE of the mean. * p<0.05; ** p<0.001.
Figure 3.
Mean scores of self-reported anxiety symptoms by gene variants in 5-HTTLPR and early childhood adversities (CA).
Error bars represent ±1 SE of the mean. * p<0.05; ** p<0.001.
Figure 4.
Mean number of emotionally valent neutral and negative commission errors by gene variants in 5-HTTLPR and early childhood adversities (CA).
Error bars represent ±1 SE of the mean. * p<0.05.
Figure 5.
PRT results by gene variants in 5-HTTLPR and early childhood adversities (CA).
Panel A shows the proportion of participants making 3+ errors to reach task criterion in stage 1 in response to negative feedback. Panel B shows the probability of switching in response to negative feedback in stage 2. * p<0.01.