Summary: A new study reports the way antidepressants affect learning about control and helplessness could explain why the therapeutic effects take time, as well as why their effectiveness differs among people.
Source: Oxford University.
It can take some time before anti-depressant drugs have an effect on people. Yet, the chemical changes that they cause in the brain happen quite rapidly. Understanding this paradox could enable us to create more effective treatments for depression.
The team’s study saw them administer a commonly prescribed dosage of an anti-depressant drug for 7 days to people who were depressed or not depressed. The drug, escitalopram, increases levels of the neurotransmitter serotonin in the central nervous system.
After 7 days of either taking the drug or a placebo, volunteers took part in a computer-based game designed to test learning ability. They were required to learn about how their actions could control events occurring in the game. Volunteers tested the effectiveness of their actions on numerous occasions (using keyboard presses) to check if they could control a sound turning on. The researchers had ensured that, in all cases, the volunteers actually had no control over these events in the game.
In these situations, healthy people who are not experiencing depression tend to perceive that they are ‘in control’, whereas people with depression report little control or so-called helplessness. In this study, published in the Neurobiology of Learning and Memory, the team found that the anti-depressant drug affected how people behaved in the game, and importantly how they learned about their own control over events in relation to events randomly occurring in the environment.
People with depression who were taking the placebo tended to interact less with the game and feel that the environment was more in control of events than they were. After taking the drug for 7 days, depressed volunteers interacted more with the game, testing whether their actions controlled the situation on more occasions, and the environment was judged as less controlling than for participants on the placebo. In other words, the drug influenced depressions’ effects on learning about control.
Professor Robin Murphy said: ‘Other research from members of our group has emphasized the effects these drugs have on processing of emotions, here we focussed on our sense of agency, on how we learn to be ‘in control’. In addition to the direct chemical effect, the drug seems to contribute to learning to be in control, less constrained by the environment, and perhaps this might be a link to how these drugs contribute to the alleviation of depression.’
About this psychology research article
Source: Tom Calver – Oxford University Image Source: This NeuroscienceNews.com image is in the public domain. Original Research: Full open access research for “SSRI enhances sensitivity to background outcomes and modulates response rates: A randomized double blind study of instrumental action and depression” by Rachel M. Msetfi, Poornima Kumar, Catherine J. Harmer, and Robin A. Murphy in Neurobiology of Learning and Memory. Published online March 11 2016 doi:10.1016/j.nlm.2016.03.004
[cbtabs][cbtab title=”MLA”]Oxford University. “Antidepressant Drug Enhance Feelings of Control in Depression.” NeuroscienceNews. NeuroscienceNews, 17 June 2016. <https://neurosciencenews.com/control-depression-antidepressant-4509/>.[/cbtab][cbtab title=”APA”]Oxford University. (2016, June 17). Antidepressant Drug Enhance Feelings of Control in Depression. NeuroscienceNews. Retrieved June 17, 2016 from https://neurosciencenews.com/control-depression-antidepressant-4509/[/cbtab][cbtab title=”Chicago”]Oxford University. “Antidepressant Drug Enhance Feelings of Control in Depression.” https://neurosciencenews.com/control-depression-antidepressant-4509/ (accessed June 17, 2016).[/cbtab][/cbtabs]
SSRI enhances sensitivity to background outcomes and modulates response rates: A randomized double blind study of instrumental action and depression
Serotonin reuptake inhibitors (SSRIs) have immediate effects on synaptic levels of serotonin but their therapeutic effects are often delayed. This delay has been suggested to reflect time required for new learning and therefore that SSRIs might be having effects on the learning process. We examined the effects of elevating serotonin levels, through short-term SSRI administration (escitalopram), on learning about perceptions of instrumental control. A randomised double blind procedure was used to allocate healthy people, categorised as mildly depressed (high BDI ⩾ 10: n = 76) or not depressed (low BDI ⩽ 5: n = 78) to either a drug (escitalopram, 10 mg/7 days) or placebo control group. Following treatment, participants were trained with a simple task that involved learning the effectiveness of an instrumental action (key press) and the background context at eliciting an outcome (auditory cue) where there was no programmed contingency. The effects of the drug were (i) to moderate response rates and (ii) to enhance sensitivity to the background or context rate of occurrence of the outcome. These findings suggest that serotonin modulates learning about the long-term rate of outcomes, which supports perception of instrumental control, and that this may provide a clue to the mechanism for supporting the development of the therapeutic effects of the drug.
“SSRI enhances sensitivity to background outcomes and modulates response rates: A randomized double blind study of instrumental action and depression” by Rachel M. Msetfi, Poornima Kumar, Catherine J. Harmer, and Robin A. Murphy in Neurobiology of Learning and Memory. Published online March 11 2016 doi:10.1016/j.nlm.2016.03.004