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Fernández-García L, Phillips-Silver J, Daza González MT. A Novel Battery to Assess "Cool" and "Hot" Executive Functions: Sensitivity to Age Differences in Middle Childhood. Brain Sci 2024; 14:755. [PMID: 39199450 PMCID: PMC11352394 DOI: 10.3390/brainsci14080755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Revised: 07/14/2024] [Accepted: 07/23/2024] [Indexed: 09/01/2024] Open
Abstract
The main goal of the current work was to assess the age sensitivity of a novel battery of cool and hot Executive Function (EF) tasks developed for the middle childhood period: the Executive Brain Battery (EBB). To this end, we carried out a first study in which the EBB was administered to six age groups ranging from 6 to 11. Additionally, in a second study, we compared children at the end of middle childhood (age 11 years) and adult performance in the EBB. Results showed that tasks included in the EBB were suitable for all age groups, with more age-related changes being found in cool than hot EF tasks. Moreover, at the end of middle childhood, children reach an adult-like performance in most of these cool and hot tasks. The present findings extend previous research suggesting that cool and hot EFs exhibit different patterns of age-related growth in middle childhood. Additionally, the EEB could become a useful tool for research on EFs during middle childhood that could be adapted for a wide range of populations.
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Affiliation(s)
- Laura Fernández-García
- Department of Psychology, University of Almería, 04120 Almería, Spain;
- CIBIS Research Center, University of Almería, 04120 Almería, Spain
| | | | - María Teresa Daza González
- Department of Psychology, University of Almería, 04120 Almería, Spain;
- CIBIS Research Center, University of Almería, 04120 Almería, Spain
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2
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Wittmann MK, Scheuplein M, Gibbons SG, Noonan MP. Local and global reward learning in the lateral frontal cortex show differential development during human adolescence. PLoS Biol 2023; 21:e3002010. [PMID: 36862726 PMCID: PMC10013901 DOI: 10.1371/journal.pbio.3002010] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 03/14/2023] [Accepted: 01/20/2023] [Indexed: 03/03/2023] Open
Abstract
Reward-guided choice is fundamental for adaptive behaviour and depends on several component processes supported by prefrontal cortex. Here, across three studies, we show that two such component processes, linking reward to specific choices and estimating the global reward state, develop during human adolescence and are linked to the lateral portions of the prefrontal cortex. These processes reflect the assignment of rewards contingently to local choices, or noncontingently, to choices that make up the global reward history. Using matched experimental tasks and analysis platforms, we show the influence of both mechanisms increase during adolescence (study 1) and that lesions to lateral frontal cortex (that included and/or disconnected both orbitofrontal and insula cortex) in human adult patients (study 2) and macaque monkeys (study 3) impair both local and global reward learning. Developmental effects were distinguishable from the influence of a decision bias on choice behaviour, known to depend on medial prefrontal cortex. Differences in local and global assignments of reward to choices across adolescence, in the context of delayed grey matter maturation of the lateral orbitofrontal and anterior insula cortex, may underlie changes in adaptive behaviour.
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Affiliation(s)
- Marco K. Wittmann
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Wellcome Centre for Integrative Neuroimaging, University of Oxford, John Radcliffe Hospital, Headington, Oxford, United Kingdom
- Department of Experimental Psychology, University College London, London, United Kingdom
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, University College London, United Kingdom
| | - Maximilian Scheuplein
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands
| | - Sophie G. Gibbons
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, United Kingdom
| | - MaryAnn P. Noonan
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Department of Psychology, University of York, York, United Kingdom
- * E-mail:
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3
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Hentschel M, Averbeck BB, Lange-Küttner C. The Role of IQ and Social Skills in Coping With Uncertainty in 7- to 11-Year-Old Children. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1026/0049-8637/a000256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Most feedback we receive or give is correct (deterministic feedback), though a small fraction can be wrong for various reasons. Children need to cope with receiving some portion of wrong feedback (stochastic feedback). It is still unknown if better social functioning and communication skills or outstanding intelligence (IQ) or chronological age support children in the coping process. We tested a sample of 7-, 9-, and 11-year-old children ( N = 60) who deduced a sequence of four left and right button presses from a red and green stochastic feedback signal that was wrong in 15 % of the trials. Children performed worse with stochastic than with deterministic feedback but improved in the repeated trials, especially after receiving positive feedback about whether true or false. Controlling for IQ improved and confirmed these effects, while social and communicative competence explained little or no variance.
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Affiliation(s)
- Maren Hentschel
- Department of Psychology, University of Bremen, Germany
- Tagesklinik für Psychiatrie, Psychotherapie und Psychosomatik des Kindes- und Jugendalters, Westküstenklinikum Heide, Germany
| | - Bruno B. Averbeck
- Section on Learning and Decision Making (SLDM), National Institutes of Health and Mental Health (NIH/NIMH), Bethesda, MD, USA
| | - Christiane Lange-Küttner
- Department of Psychology, University of Bremen, Germany
- Department of Psychology, University of Greifswald, Germany
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4
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Luman M, Janssen TWP, Bink M, van Mourik R, Maras A, Oosterlaan J. Probabilistic Learning in Children With Attention-Deficit/Hyperactivity Disorder. J Atten Disord 2021; 25:1407-1416. [PMID: 32064998 PMCID: PMC8273841 DOI: 10.1177/1087054720905094] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Results: Results showed that children with ADHD performed less accurate compared with TD children during the learning phase, particularly in the 100% and 85% reward probability conditions. These findings were accompanied by a blunted learning rate in the first few task trials. Furthermore, children with ADHD showed poorer application of what was learned. Conclusion: To conclude, children with ADHD show initial learning problems, but increased performance in a similar manner as TD children independent of the probability of reward, although they fail to apply their knowledge. Findings are of clinical relevance as the application of knowledge is important to successfully adapt to daily challenges in life.
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Affiliation(s)
- Marjolein Luman
- Vrije Universiteit Amsterdam, The Netherlands,Marjolein Luman, Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
| | | | - Marleen Bink
- ZonMw (The Netherlands Organisation for Health Research and Development), The Hague, The Netherlands
| | - Rosa van Mourik
- Noord-Holland-Noord (Mental Health Care Organization), Heerhugowaard, The Netherlands
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5
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Osmont A, Camarda A, Habib M, Cassotti M. Peers' Choices Influence Adolescent Risk-taking Especially When Explicit Risk Information is Lacking. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:402-416. [PMID: 33675265 DOI: 10.1111/jora.12611] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This study examines the impact of peers' previous cautious versus risky choices on adolescents' risk-taking depending on the level of information about the risk. Adolescents completed an adaptation of the BART that manipulated social influence (cautious and risky) and risk information (i.e., informed, noninformed). Results showed that social influence impacts adolescents' decisions on the noninformed BART but not on the informed BART. In the noninformed BART, the peers' cautious choices strongly decreased risk-taking and led to greater performance. The peers' risky choices increase adolescents' risk-taking, but this effect is limited to situations involving minimal risk. Thus social experience may be a specific social context that represents a valuable source of information during adolescence, especially in situations with high uncertainty.
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Affiliation(s)
- Anaïs Osmont
- Center for Research on the Psychology of Knowledge, Language and Emotion (PsyCLE-EA3273), Aix Marseille University, France
| | - Anaëlle Camarda
- Center for management science (CGS), i3 UMR CNRS, MINES ParisTech, PSL University, Paris, France
| | - Marianne Habib
- DysCo Lab, Paris 8 University, COMUE Paris Lumières (UPL), Saint-Denis, France
| | - Mathieu Cassotti
- Laboratory for the Psychology of Child Development and Education (CNRS Unit 8240), Paris Descartes University - Sorbonne Paris Cité & Caen University, Paris, France
- Institut Universitaire de France
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6
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Weiss EO, Kruppa JA, Fink GR, Herpertz-Dahlmann B, Konrad K, Schulte-Rüther M. Developmental Differences in Probabilistic Reversal Learning: A Computational Modeling Approach. Front Neurosci 2021; 14:536596. [PMID: 33536865 PMCID: PMC7848134 DOI: 10.3389/fnins.2020.536596] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Accepted: 12/15/2020] [Indexed: 11/23/2022] Open
Abstract
Cognitive flexibility helps us to navigate through our ever-changing environment and has often been examined by reversal learning paradigms. Performance in reversal learning can be modeled using computational modeling which allows for the specification of biologically plausible models to infer psychological mechanisms. Although such models are increasingly used in cognitive neuroscience, developmental approaches are still scarce. Additionally, though most reversal learning paradigms have a comparable design regarding timing and feedback contingencies, the type of feedback differs substantially between studies. The present study used hierarchical Gaussian filter modeling to investigate cognitive flexibility in reversal learning in children and adolescents and the effect of various feedback types. The results demonstrate that children make more overall errors and regressive errors (when a previously learned response rule is chosen instead of the new correct response after the initial shift to the new correct target), but less perseverative errors (when a previously learned response set continues to be used despite a reversal) adolescents. Analyses of the extracted model parameters of the winning model revealed that children seem to use new and conflicting information less readily than adolescents to update their stimulus-reward associations. Furthermore, more subclinical rigidity in everyday life (parent-ratings) is related to less explorative choice behavior during the probabilistic reversal learning task. Taken together, this study provides first-time data on the development of the underlying processes of cognitive flexibility using computational modeling.
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Affiliation(s)
- Eileen Oberwelland Weiss
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Jana A Kruppa
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Gereon R Fink
- Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Department of Neurology, University Hospital Cologne, Cologne, Germany
| | - Beate Herpertz-Dahlmann
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Kerstin Konrad
- Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany
| | - Martin Schulte-Rüther
- Translational Brain Research in Psychiatry and Neurology, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany.,Institute of Neuroscience and Medicine (INM-11), Jülich Research Centre, Jülich, Germany.,Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Aachen, Aachen, Germany.,Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
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7
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Fraga González G, Smit DJA, van der Molen MJW, Tijms J, de Geus EJC, van der Molen MW. Probability learning and feedback processing in dyslexia: A performance and heart rate analysis. Psychophysiology 2019; 56:e13460. [PMID: 31435961 DOI: 10.1111/psyp.13460] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2019] [Revised: 06/19/2019] [Accepted: 07/19/2019] [Indexed: 02/02/2023]
Abstract
Recent studies suggest that individuals with dyslexia may be impaired in probability learning and performance monitoring. These observations are consistent with findings indicating atypical neural activations in frontostriatal circuits in the brain, which are important for associative learning. The current study further examined probability learning and performance monitoring in adult individuals with dyslexia (n = 23) and typical readers (n = 31) using two varieties of a typical probabilistic learning task. In addition to performance measures, we measured heart rate, focusing on cardiac slowing with negative feedback as a manifestation of the automatic performance monitoring system. One task required participants to learn associations between artificial script and speech sounds and the other task required them to learn associations between geometric forms and bird sounds. Corrective feedback (informative or random) was provided in both tasks. Performance results indicated that individuals with dyslexia and typical readers learned the associations equally well in contrast to expectations. We found the typical cardiac response associated with feedback processing consisting of a heart rate slowing with the presentation of the feedback and a return to baseline thereafter. Interestingly, the heart rate slowing associated with feedback was less pronounced and the return to baseline was delayed in individuals with dyslexia relative to typical readers. These findings were interpreted in relation to current theorizing of performance monitoring linking the salience network in the brain to autonomic functioning.
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Affiliation(s)
- G Fraga González
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands.,Rudolf Berlin Center, Amsterdam, The Netherlands.,Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Zurich, Switzerland
| | - D J A Smit
- Department of Biological Psychology, VU University, Amsterdam, The Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, The Netherlands
| | - M J W van der Molen
- Institute of Psychology, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - J Tijms
- Rudolf Berlin Center, Amsterdam, The Netherlands.,IWAL Institute, Amsterdam, The Netherlands
| | - E J C de Geus
- Department of Biological Psychology, VU University, Amsterdam, The Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, The Netherlands
| | - M W van der Molen
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands.,Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
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8
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Du B, Cao B, He W, Li F. Different Electrophysiological Responses to Informative Value of Feedback Between Children and Adults. Front Psychol 2018; 9:346. [PMID: 29666592 PMCID: PMC5891721 DOI: 10.3389/fpsyg.2018.00346] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Accepted: 02/28/2018] [Indexed: 11/13/2022] Open
Abstract
The ability to learn from feedback is important for children's adaptive behavior and school learning. Feedback has two main components, informative value and valence. How to disentangle these two components and what is the developmental neural correlates of using the informative value of feedback is still an open question. In this study, 23 children (7-10 years old) and 19 adults (19-22 years old) were asked to perform a rule induction task, in which they were required to find a rule, based on the informative value of feedback. Behavioral results indicated that the likelihood of correct searching behavior under negative feedback was low for children. Event-related potentials showed that (1) the effect of valence was processed in a wide time window, particularly in the N2 component; (2) the encoding process of the informative value of negative feedback began later for children than for adults; (3) a clear P300 was observed for adults; for children, however, P300 was absent in the frontal region; and (4) children processed the informative value of feedback chiefly in the left sites during the P300 time window, whereas adults did not show this laterality. These results suggested that children were less sensitive to the informative value of negative feedback possibly because of the immature brain.
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Affiliation(s)
- Bin Du
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian, China
| | - Bihua Cao
- School of Psychology, Jiangxi Normal University, Nanchang, China
| | - Weiqi He
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian, China
| | - Fuhong Li
- School of Psychology, Jiangxi Normal University, Nanchang, China
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9
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Osmont A, Moutier S, Simon G, Bouhours L, Houdé O, Cassotti M. How Does Explicit Versus Implicit Risk Information Influence Adolescent Risk-Taking Engagement? JOURNAL OF BEHAVIORAL DECISION MAKING 2017. [DOI: 10.1002/bdm.2026] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Anaïs Osmont
- PSYCLE (EA3273); Aix Marseille Univ; Aix-en-Provence France
| | - Sylvain Moutier
- Laboratory of Psychopathology and Health Processes, Paris Descartes University; Sorbonne Paris Cité; Paris France
| | - Grégory Simon
- CNRS Unit 8240, Laboratory for the Psychology of Child Development and Education, Paris Descartes University, Caen University; Sorbonne Paris Cité; Paris France
| | - Lison Bouhours
- CNRS Unit 8240, Laboratory for the Psychology of Child Development and Education, Paris Descartes University, Caen University; Sorbonne Paris Cité; Paris France
| | - Olivier Houdé
- Institut Universitaire de France and CNRS Unit 8240, Laboratory for the Psychology of Child Development and Education, Paris Descartes University, Caen University; Sorbonne Paris Cité; Paris France
| | - Mathieu Cassotti
- Institut Universitaire de France and CNRS Unit 8240, Laboratory for the Psychology of Child Development and Education, Paris Descartes University, Caen University; Sorbonne Paris Cité; Paris France
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10
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Zhuang Y, Feng W, Liao Y. Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback. Front Psychol 2017; 8:76. [PMID: 28191003 PMCID: PMC5271404 DOI: 10.3389/fpsyg.2017.00076] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2016] [Accepted: 01/12/2017] [Indexed: 11/13/2022] Open
Abstract
The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.
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Affiliation(s)
- Yun Zhuang
- Department of Psychology, School of Education, Soochow University Suzhou, China
| | - Wenfeng Feng
- Department of Psychology, School of Education, Soochow University Suzhou, China
| | - Yu Liao
- Department of Psychology, School of Education, Soochow University Suzhou, China
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11
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Königs M, van Heurn LWE, Vermeulen RJ, Goslings JC, Luitse JSK, Poll-Thé BT, Beelen A, van der Wees M, Kemps RJJK, Catsman-Berrevoets CE, Luman M, Oosterlaan J. Feedback learning and behavior problems after pediatric traumatic brain injury. Psychol Med 2016; 46:1473-1484. [PMID: 26951460 DOI: 10.1017/s0033291716000106] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
BACKGROUND Feedback learning is essential for behavioral development. We investigated feedback learning in relation to behavior problems after pediatric traumatic brain injury (TBI). METHOD Children aged 6-13 years diagnosed with TBI (n = 112; 1.7 years post-injury) were compared with children with traumatic control (TC) injury (n = 52). TBI severity was defined as mild TBI without risk factors for complicated TBI (mildRF- TBI, n = 24), mild TBI with ⩾1 risk factor for complicated TBI (mildRF+ TBI, n = 51) and moderate/severe TBI (n = 37). The Probabilistic Learning Test was used to measure feedback learning, assessing the effects of inconsistent feedback on learning and generalization of learning from the learning context to novel contexts. The relation between feedback learning and behavioral functioning rated by parents and teachers was explored. RESULTS No evidence was found for an effect of TBI on learning from inconsistent feedback, while the moderate/severe TBI group showed impaired generalization of learning from the learning context to novel contexts (p = 0.03, d = -0.51). Furthermore, the mildRF+ TBI and moderate/severe TBI groups had higher parent and teacher ratings of internalizing problems (p's ⩽ 0.04, d's ⩾ 0.47) than the TC group, while the moderate/severe TBI group also had higher parent ratings of externalizing problems (p = 0.006, d = 0.58). Importantly, poorer generalization of learning predicted higher parent ratings of externalizing problems in children with TBI (p = 0.03, β = -0.21) and had diagnostic utility for the identification of children with TBI and clinically significant externalizing behavior problems (area under the curve = 0.77, p = 0.001). CONCLUSIONS Moderate/severe pediatric TBI has a negative impact on generalization of learning, which may contribute to post-injury externalizing problems.
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Affiliation(s)
- M Königs
- Department of Clinical Neuropsychology,VU University Amsterdam,Amsterdam,The Netherlands
| | - L W E van Heurn
- Pediatric Surgical Center of Amsterdam,Emma Children's Hospital Academic Medical Center and VU University Medical Center,Amsterdam,The Netherlands
| | - R J Vermeulen
- Department of Pediatric Neurology,VU University Medical Center,Amsterdam,The Netherlands
| | - J C Goslings
- Trauma Unit,Academic Medical Center,Amsterdam,The Netherlands
| | - J S K Luitse
- Department of Emergency Medicine,Academic Medical Center,Amsterdam,The Netherlands
| | - B T Poll-Thé
- Department of Pediatric Neurology,Emma Children's Hospital Academic Medical Center,Amsterdam,The Netherlands
| | - A Beelen
- Department of Rehabilitation,Academic Medical Center,Amsterdam,The Netherlands
| | - M van der Wees
- Libra Rehabilitation Center 'Blixembosch',Eindhoven,The Netherlands
| | - R J J K Kemps
- Libra Rehabilitation Center 'Leijpark',Tilburg,The Netherlands
| | | | - M Luman
- Department of Clinical Neuropsychology,VU University Amsterdam,Amsterdam,The Netherlands
| | - J Oosterlaan
- Department of Clinical Neuropsychology,VU University Amsterdam,Amsterdam,The Netherlands
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12
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Blankenstein NE, Crone EA, van den Bos W, van Duijvenvoorde ACK. Dealing With Uncertainty: Testing Risk- and Ambiguity-Attitude Across Adolescence. Dev Neuropsychol 2016; 41:77-92. [PMID: 27028162 DOI: 10.1080/87565641.2016.1158265] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Attitudes to risk (known probabilities) and attitudes to ambiguity (unknown probabilities) are separate constructs that influence decision making, but their development across adolescence remains elusive. We administered a choice task to a wide adolescent age-range (N = 157, 10-25 years) to disentangle risk- and ambiguity-attitudes using a model-based approach. Additionally, this task was played in a social context, presenting choices from a high risk-taking peer. We observed age-related changes in ambiguity-attitude, but not risk-attitude. Also, ambiguity-aversion was negatively related to real-life risk taking. Finally, the social context influenced only risk-attitudes. These results highlight the importance of disentangling risk- and ambiguity-attitudes in adolescent risk taking.
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Affiliation(s)
- Neeltje E Blankenstein
- a Department of Developmental and Educational Psychology , Institute of Psychology, Leiden University , Leiden , the Netherlands
| | - Eveline A Crone
- a Department of Developmental and Educational Psychology , Institute of Psychology, Leiden University , Leiden , the Netherlands
| | - Wouter van den Bos
- b Center for Adaptive Rationality , Max Planck Institute for Human Development , Berlin , Germany
| | - Anna C K van Duijvenvoorde
- a Department of Developmental and Educational Psychology , Institute of Psychology, Leiden University , Leiden , the Netherlands
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13
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Peters S, Koolschijn PCM, Crone EA, Van Duijvenvoorde AC, Raijmakers ME. Strategies influence neural activity for feedback learning across child and adolescent development. Neuropsychologia 2014; 62:365-74. [DOI: 10.1016/j.neuropsychologia.2014.07.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2013] [Revised: 05/22/2014] [Accepted: 07/11/2014] [Indexed: 01/24/2023]
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14
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Crone EA. The role of the medial frontal cortex in the development of cognitive and social-affective performance monitoring. Psychophysiology 2014; 51:943-50. [PMID: 24942498 DOI: 10.1111/psyp.12252] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2013] [Accepted: 05/05/2014] [Indexed: 01/13/2023]
Abstract
Adolescence is a time of many cognitive and social-affective changes that are important for rapid behavioral adjustment to a variety of environmental demands and social contexts. Performance monitoring is one of the most important processes for behavioral adjustment; it allows individuals to evaluate outcomes of actions and change behavior accordingly. Neuroimaging studies have demonstrated that dorsal and ventral subregions of the medial frontal cortex are differentially engaged in performance monitoring, depending on the cognitive or social-affective dimensions of a task. Based on a review of neuroimaging, ERP, and heart rate studies, the implications of these modality-dependent contributions are discussed for the development of performance monitoring in adolescence.
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Affiliation(s)
- Eveline A Crone
- Brain and Development Lab, Leiden University, Leiden, The Netherlands
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Shephard E, Jackson GM, Groom MJ. Learning and altering behaviours by reinforcement: neurocognitive differences between children and adults. Dev Cogn Neurosci 2013; 7:94-105. [PMID: 24365670 PMCID: PMC6987908 DOI: 10.1016/j.dcn.2013.12.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2013] [Revised: 11/17/2013] [Accepted: 12/02/2013] [Indexed: 11/26/2022] Open
Abstract
This study examined neurocognitive differences between children and adults in the ability to learn and adapt simple stimulus-response associations through feedback. Fourteen typically developing children (mean age=10.2) and 15 healthy adults (mean age=25.5) completed a simple task in which they learned to associate visually presented stimuli with manual responses based on performance feedback (acquisition phase), and then reversed and re-learned those associations following an unexpected change in reinforcement contingencies (reversal phase). Electrophysiological activity was recorded throughout task performance. We found no group differences in learning-related changes in performance (reaction time, accuracy) or in the amplitude of event-related potentials (ERPs) associated with stimulus processing (P3 ERP) or feedback processing (feedback-related negativity; FRN) during the acquisition phase. However, children's performance was significantly more disrupted by the reversal than adults and FRN amplitudes were significantly modulated by the reversal phase in children but not adults. These findings indicate that children have specific difficulties with reinforcement learning when acquired behaviours must be altered. This may be caused by the added demands on immature executive functioning, specifically response monitoring, created by the requirement to reverse the associations, or a developmental difference in the way in which children and adults approach reinforcement learning.
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Affiliation(s)
- E Shephard
- Division of Psychiatry, University of Nottingham, Institute of Mental Health, University of Nottingham Innovation Park, Jubilee Campus, Triumph Road, Nottingham NG7 2TU, UK.
| | - G M Jackson
- Division of Psychiatry, University of Nottingham, Institute of Mental Health, University of Nottingham Innovation Park, Jubilee Campus, Triumph Road, Nottingham NG7 2TU, UK
| | - M J Groom
- Division of Psychiatry, University of Nottingham, Institute of Mental Health, University of Nottingham Innovation Park, Jubilee Campus, Triumph Road, Nottingham NG7 2TU, UK
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