The Effects of Acute Stress on Learning and Decision Making

Abstract

The current body of literature pertaining to the effects of acute stress on learning and decision making is limited. Research has found that acute stress can impact either positively or negatively on learning and decision making. The aim of the following study was to further expand on the effects of acute stress on learning, reversal learning and decision making. Participants (N = 40) were required to complete the State Scale of the State Trait Anxiety Inventory (STAI) in order to assess their stress reactivity, as this has frequently been overlooked in previous studies. In order to assess the potential effects of inducing acute stress on learning, reversal learning and decision making, participants completed two tasks that required them to learn stimulus-response mappings and make rapid decisions based on their acquired knowledge. One of the tasks was completed under threat of sudden bursts of unpleasant noise, while the other was completed in safe conditions. The results suggest that there is no difference in learning or reversal learning between stress responders and non-responders. However, contrary to previous research, stress was found to significantly enhance reversal learning in both responders and non-responders. Further exploratory analyses revealed that stress responders had significantly increased reaction times, when making high conflict decisions during the threat condition. In contrast, nonresponders had significantly decreased reaction times. These findings indicate a relationship between acute stress and reversal learning and decision making. In addition, the findings provide insight into how individuals may differ in their application of knowledge while under stress, depending on whether they react to the stress manipulation. Keywords: Acute Stress, Anxiety, Decision Making, High Conflict; Decisions, Learning, Non-Responders, Responders, Reversal Learning, State Anxiety, Threat Condition.