Development of Response-Monitoring ERPs in 7- to 25-Year-Olds

Davies, Patricia L.; Segalowitz, Sidney J.; Gavin, William J.

doi:10.1207/s15326942dn2503_6

Cited by 308 publications

(460 citation statements)

References 55 publications

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“…Pre-SMA/ACC is thought to be sensitive to conflict and the need for a behavioral change (in the form of presentation of negative feedback) and exhibits a mature pattern of feedback response by age 11-13. These findings are consistent with previous studies, which have demonstrated developmental changes between 8 and 12 years in error-related event-related potentials, which are thought to originate from pre-SMA/ACC (Miltner et al, 1997;Davies et al, 2004).…”

Section: Discussionsupporting

confidence: 93%

Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development

Duijvenvoorde¹,

Zanolie²,

Rombouts³

et al. 2008

J. Neurosci.

177

140

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How children learn from positive and negative performance feedback lies at the foundation of successful learning and is therefore of great importance for educational practice. In this study, we used functional magnetic resonance imaging (fMRI) to examine the neural developmental changes related to feedback-based learning when performing a rule search and application task. Behavioral results from three age groups (8 -9, 11-13, and 18 -25 years of age) demonstrated that, compared with adults, 8-to 9-year-old children performed disproportionally more inaccurately after receiving negative feedback relative to positive feedback. Additionally, imaging data pointed toward a qualitative difference in how children and adults use performance feedback. That is, dorsolateral prefrontal cortex and superior parietal cortex were more active after negative feedback for adults, but after positive feedback for children (8 -9 years of age). For 11-to 13-year-olds, these regions did not show differential feedback sensitivity, suggesting that the transition occurs around this age. Presupplementary motor area/anterior cingulate cortex, in contrast, was more active after negative feedback in both 11-to 13-year-olds and adults, but not 8-to 9-year-olds. Together, the current data show that cognitive control areas are differentially engaged during feedbackbased learning across development. Adults engage these regions after signals of response adjustment (i.e., negative feedback). Young children engage these regions after signals of response continuation (i.e., positive feedback). The neural activation patterns found in 11-to 13-year-olds indicate a transition around this age toward an increased influence of negative feedback on performance adjustment. This is the first developmental fMRI study to compare qualitative changes in brain activation during feedback learning across distinct stages of development.

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Section: Discussionsupporting

confidence: 93%

Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development

Duijvenvoorde¹,

Zanolie²,

Rombouts³

et al. 2008

J. Neurosci.

177

140

View full text Add to dashboard Cite

show abstract

“…Both the 5-and 6-year-olds were required to respond within 1,300 msec of the target presentation. The 4-yearolds were required to respond within 2,000 msec, in line with the findings of developmental response literature (Davies et al, 2004;Hale, 1990;Kail, 1986Kail, , 1993. Following response execution or lapse of the response window, feedback was presented on the screen as either a 1-in.…”

Section: Methodsmentioning

confidence: 97%

“…Individuals who find an incorrect response more personally salient exhibit more controlled and slower responses after commission of an error (Davies, Segalowitz, & Gavin, 2004;Henderson, 2003;Luu, Collins, & Tucker, 2000). Response control reflects individual differences in overall performance strategy by assessing the degree of control or impulsivity evident in participants' RTs for correct and incorrect trials (Pailing, Segalowitz, Dywan, & Davies, 2002).…”

mentioning

confidence: 99%

Variations of the flanker paradigm: Assessing selective attention in young children

2007

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The development of selective attention and associated self-regulatory processes was assessed in young children, ages 4, 5, and 6, through the use of three alternative versions of the flanker paradigm utilizing colors, shapes, and fish. These variations were used to examine the influence of task differences on children's performance. The presence of cognitive self-regulatory strategies in young children was also assessed. Significant flanker interference effects, marked by significant task-linked response time differences, were found across all three versions of the paradigm. Although a significant portion of children demonstrated self-regulatory abilities, not every participant demonstrated the specific strategies of self-monitoring and response control. Furthermore, these differences were evident across all age groups. The implications of these results are discussed within the theoretical context of task development, taking into consideration the need to modify computerized attention paradigms for use with young children in order to reliably measure cognitive constructs across children and adults.

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“…[181][182][183][184][185][186] For example, there is evidence indicating important developmental changes during adolescence in neural systems involved in reward processing, 187 response inhibition in the context of emotional stimuli, 188 response conflict monitoring [189][190][191] and risk taking. 192,193 The impact of puberty upon the development of neural systems of emotion regulation remains to be fully examined.…”

Section: Adult Bipolar Disordermentioning

confidence: 99%

A neural model of voluntary and automatic emotion regulation: implications for understanding the pathophysiology and neurodevelopment of bipolar disorder

2008

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The ability to regulate emotions is an important part of adaptive functioning in society. Advances in cognitive and affective neuroscience and biological psychiatry have facilitated examination of neural systems that may be important for emotion regulation. In this critical review we first develop a neural model of emotion regulation that includes neural systems implicated in different voluntary and automatic emotion regulatory subprocesses. We then use this model as a theoretical framework to examine functional neural abnormalities in these neural systems that may predispose to the development of a major psychiatric disorder characterized by severe emotion dysregulation, bipolar disorder.

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Development of Response-Monitoring ERPs in 7- to 25-Year-Olds

Cited by 308 publications

References 55 publications

Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development

Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development

Variations of the flanker paradigm: Assessing selective attention in young children

A neural model of voluntary and automatic emotion regulation: implications for understanding the pathophysiology and neurodevelopment of bipolar disorder

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