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Reilly EE, Lavender JM, Berner LA, et al. Could repetitive negative thinking interfere with corrective learning? The example of anorexia nervosa. Int J Eat Disord. 2018;doi: 10.1002/eat.22997.
Reilly, E. E., Lavender, J. M., Berner, L. A., Brown, T. A., Wierenga, C. E., & Kaye, W. H. (2018). Could repetitive negative thinking interfere with corrective learning? The example of anorexia nervosa. The International journal of eating disorders, . https://doi.org/10.1002/eat.22997
Reilly, Erin E, et al. "Could repetitive negative thinking interfere with corrective learning? The example of anorexia nervosa." The International journal of eating disorders vol. (2018). doi: https://doi.org/10.1002/eat.22997
Reilly EE, Lavender JM, Berner LA, Brown TA, Wierenga CE, Kaye WH. Could repetitive negative thinking interfere with corrective learning? The example of anorexia nervosa. Int J Eat Disord. 2018 Dec 31; doi: 10.1002/eat.22997. Epub 2018 Dec 31. PMID: 30597593.
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Int J Eat Disord. 2018 Dec 31; doi: 10.1002/eat.22997. Epub 2018 Dec 31.

Could repetitive negative thinking interfere with corrective learning? The example of anorexia nervosa.

The International journal of eating disorders

Erin E Reilly, Jason M Lavender, Laura A Berner, Tiffany A Brown, Christina E Wierenga, Walter H Kaye

Affiliations

  1. Department of Psychiatry, University of California, San Diego, San Diego, California.
  2. VA San Diego Healthcare System, San Diego, California.

PMID: 30597593 DOI: 10.1002/eat.22997

Abstract

Identifying processes that may interfere with corrective learning during treatments for anorexia nervosa (AN) may help to improve the effectiveness of existing interventions. We propose that certain cognitive processes characteristic of the AN temperament may help explain previous findings in AN suggesting difficulty updating previously learned associations and learning from feedback. Specifically, we hypothesize that engagement in repetitive negative thinking (RNT), including worry and rumination, could interfere with corrective learning that is critical to the success of behavioral treatments. In doing so, we draw from existing work in anxiety and mood disorders linking RNT to the maintenance of symptoms and poorer response to cognitive-behavioral treatments. Next, we outline hypothesized mechanisms through which engagement in RNT before, during, and after exposure to aversive stimuli could interfere with learning in AN. We then provide recommendations for how these hypothesized associations could be tested in future research. Although prior work has suggested that RNT processes are common among individuals with AN, this work has been primarily descriptive in nature. We propose that extending this work through direct examination of the impact of active engagement in RNT on corrective learning could aid in identifying AN maintenance processes that could be explicitly targeted in treatment.

© 2018 Wiley Periodicals, Inc.

Keywords: anorexia nervosa; eating disorders; learning; repetitive negative thinking; rumination; worry

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