An Investigation of Category Learning and Hoarding Problems

David Charles, M.S., Ph.D. program, Psychology, Rosalind Franklin University of Medicine and Science, North Chicago, Illinois, USA

Proposal Abstract

Hoarding Disorder (HD) is a serious psychiatric condition that is characterized by excessive acquisition, difficulty discarding, and clutter. While HD has been included as a separate diagnosis in the DSM-V, more research is needed to fully understand how HD is distinct from other disorders such as OCD and to improve treatments available for HD. The current cognitive-behavioral theoretical model of HD suggests that the disorder is in part caused by information processing deficits, which impacts various executive functions such as organization. Initial studies have attempted to measure organization skills by utilizing sorting tasks and explicit category learning tasks (e.g., the Wisconsin Card Sorting Task). To date, studies utilizing these tasks have been inconclusive and explicit category learning deficits are commonly found in individuals with OCD. Preliminary neurobiological studies of hoarding behaviors suggest that these individuals may suffer from implicit category learning deficits. The current proposed study aims to compare implicit category learning performances among individuals with HD, OCD, and other anxiety disorders to help further elucidate the distinctions between these disorders. Doing so may also better inform treatments and strategies to help address the chronic disorganization that helps maintain dysfunction in individuals who hoard or similar difficulties.