Figure 1
Schematic representation of emotional learning task.
Note: Each trial began with a fixation cross (jittered time between 0.5–8 sec), followed by incongruent verbal and visual cues from three social targets. After a second fixation cross (jittered time between 0.5–4.5 sec), the question was presented to the participants. Participants were instructed to use the cues to guess the feelings of the targets and then receive feedback on whether their responses were correct or not. Each target (caption-correct and visual-correct) was coded to a specific cue, verbal and visual, respectively, that produced correct feedback, but for the third target (unpredicted), none of the cues could produce the correct feedback.
Table 1
Mixed Anova Results for the Bin-Based Analysis of Social Learning.
| VARIABLE | df | F | P | η2partial |
|---|---|---|---|---|
| Group | 1, 58 | 4.756 | .033 | .076 |
| Condition | 1.67, 96.81 | 29.400 | < .001 | .336 |
| Condition*Group | 1.67, 96.81 | 1.550 | .220 | .026 |
| Block | 3, 174 | 16.656 | < .001 | .223 |
| Block*Group | 3, 174 | 1.056 | .369 | .018 |
| Condition*Block | 5.05, 292.98 | 4.731 | < .001 | .075 |
| Condition*Block*Group | 5.05, 292.98 | .510 | .800 | .009 |
Table 2
Means, Standard Deviations, and t-test Results for Pairwise Comparisons of Learning Accuracy in Conditions.
| CONDITION | M | SD | t | p | Cohen’s d |
|---|---|---|---|---|---|
| Visual-correct – Caption-correct | .900 | 12.323 | .566 | .574 | .073 |
| Visual-correct – Unpredicted | 9.517 | 8.353 | 8.825 | < .001 | 1.139 |
| Caption-correct – Unpredicted | 8.617 | 10.933 | 6.105 | < .001 | .788 |
Figure 2
Interaction Between Groups, Conditions, and Blocks in Average of Correct Responses.
Notes: Improving social learning accuracy from caption-correct and visual-correct conditions across blocks in high Alexithymia and low alexithymia groups, while, learning accuracy in unpredicted-condition did not improve. Error bars represent standard error of the mean.
Figure 3
Correlation of TAS-20 and IRI Subscale Scores with Condition-Specific and Overall Response Accuracy.
Notes: The shaded region represents the 95% confidence interval for the regression line. The discontinuity in TAS-20 scores reflects the purposive sampling of participants with high and low alexithymia (see Participants section for details).
Figure 4
Comparison of Learning Rates and Drift-Diffusion Parameters Across Groups and Conditions.
Note: Error bars represent standard error of the mean; *: p < .05; **: p < .001.