Early deprivation disruption of associative learning is a developmental pathway to depression and social problems

Margaret A. Sheridan (), Katie A. McLaughlin, Warren Winter, Nathan Fox, Charles Zeanah and Charles A. Nelson
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Margaret A. Sheridan: University of North Carolina
Katie A. McLaughlin: University of Washington
Warren Winter: Children’s Hospital
Nathan Fox: University of Maryland
Charles Zeanah: Tulane University School of Medicine
Charles A. Nelson: Children’s Hospital

Nature Communications, 2018, vol. 9, issue 1, 1-8

Abstract: Abstract Exposure to psychosocial deprivation is associated with elevations in numerous forms of impairment throughout the life-course. Disruptions in associative learning may be a key mechanism through which adversity, particularly psychosocial deprivation, increases risk for impairment. Existing data consistent with this claim come entirely from correlational studies. Here, we present the first experimental evidence relating psychosocial deprivation and disruptions in multiple forms of associative learning. Using data from the Bucharest Early Intervention Project, we demonstrate that randomized placement into a family caregiving environment during the infant/toddler period as compared to prolonged institutional care normalizes two forms of associative learning in early adolescence: reward responsivity and implicit motor learning. These forms of associative learning significantly mediate the effect of institutional rearing on depressive symptoms and peer relationships. In sum, we provide evidence for a novel pathway linking early experience to psychopathology and peer relationships through basic associative learning mechanisms.

Date: 2018
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DOI: 10.1038/s41467-018-04381-8

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