Early development of subcortical regions involved in non‐cued attention switching

Casey, B. J.; Davidson, Matthew C.; Hara, Yuko; Thomas, Kathleen M.; Martı́nez, Antı́gona; Galván, Adriana; Halperin, Jeffrey M.; Rodríguez‐Aranda, Claudia; Tottenham, Nim

doi:10.1111/j.1467-7687.2004.00377.x

Cited by 66 publications

(74 citation statements)

References 80 publications

(97 reference statements)

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“…These results are consistent with previous developmental imaging studies, which have reported early recruitment of the caudate in attention switching but late development of cortical areas (Casey et al, 2004). Thus, despite reports showing that the caudate has a slow structural developmental trajectory (Giedd, 2008), this study and others (Casey et al, 2004) report early functional involvement of the caudate. The results of the current study possibly indicate that brain areas that are responsive to positive performance feedback in adults function at adult level earlier than brain areas that are responsive to negative performance feedback in adults.…”

Section: Discussionsupporting

confidence: 82%

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: 82%

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

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“…12 Such variability is likely to arise secondary to the normal maturation of frontoparietal networks underlying spatial working memory from childhood to adolescence. 33,34 Nonetheless, the task was highly sensitive in terms of functional brain imaging. All children were clearly engaged in the task, performing above chance level, and fMRI consequently revealed significant activation patterns associated with this task performance.…”

Section: Discussionmentioning

confidence: 99%

Right parietal dysfunction in children with attention deficit hyperactivity disorder, combined type: a functional MRI study

et al. 2007

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Attention deficit hyperactivity disorder, combined type (ADHD-CT) is associated with spatial working memory deficits. These deficits are known to be subserved by dysfunction of neural circuits involving right prefrontal, striatal and parietal brain regions. This study determines whether decreased right prefrontal, striatal and parietal activation with a mental rotation task shown in adolescents with ADHD-CT is also evident in children with ADHD-CT. A crosssectional study of 12 pre-pubertal, right-handed, 8-12-year-old boys with ADHD-CT and 12 prepubertal, right-handed, performance IQ-matched, 8-12-year-old healthy boys, recruited from local primary schools, was completed. Participants underwent functional magnetic resonance imaging while performing a mental rotation task that requires spatial working memory. The two groups did not differ in their accuracy or response times for the mental rotation task. The ADHD-CT group showed significantly less activation in right parieto-occipital areas (cuneus and precuneus, BA 19), the right inferior parietal lobe (BA 40) and the right caudate nucleus. Our findings with a child cohort confirm previous reports of right striatal-parietal dysfunction in adolescents with ADHD-CT. This dysfunction suggests a widespread maturational deficit that may be developmental stage independent.

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“…A study of Casey et al [2002] showed increased left middle frontal activation in adults, but increased volumes of activation in hippocampal/parahippocampal and basal ganglia in children. The only study, to our knowledge, that has investigated cognitive inhibition in the context of task switching found in-creased activation in adults compared with children in frontal and parietal brain regions [Casey et al, 2004].…”

Section: Introductionmentioning

confidence: 99%

Progressive increase of frontostriatal brain activation from childhood to adulthood during event‐related tasks of cognitive control

Rubia

Smith

Woolley

et al. 2006

Human Brain Mapping

563

484

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Higher cognitive inhibitory and attention functions have been shown to develop throughout adolescence, presumably concurrent with anatomical brain maturational changes. The relatively scarce developmental functional imaging literature on cognitive control, however, has been inconsistent with respect to the neurofunctional substrates of this cognitive development, finding either increased or decreased executive prefrontal function in the progression from childhood to adulthood. Such inconsistencies may be due to small subject numbers or confounds from age-related performance differences in block design functional MRI (fMRI). In this study, rapid, randomized, mixed-trial event-related fMRI was used to investigate developmental differences of the neural networks mediating a range of motor and cognitive inhibition functions in a sizeable number of adolescents and adults. Functional brain activation was compared between adolescents and adults during three different executive tasks measuring selective motor response inhibition (Go/no-go task), cognitive interference inhibition (Simon task), and attentional set shifting (Switch task). Adults compared with children showed increased brain activation in task-specific frontostriatal networks, including right orbital and mesial prefrontal cortex and caudate during the Go/no-go task, right mesial and inferior prefrontal cortex, parietal lobe, and putamen during the Switch task and left dorsolateral and inferior frontotemporoparietal regions and putamen during the Simon task. Whole-brain regression analyses with age across all subjects showed progressive age-related changes in similar and extended clusters of task-specific frontostriatal, frontotemporal, and frontoparietal networks. The findings suggest progressive maturation of task-specific frontostriatal and frontocortical networks for cognitive control functions in the transition from childhood to mid-adulthood.

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Early development of subcortical regions involved in non‐cued attention switching

Cited by 66 publications

References 80 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

Right parietal dysfunction in children with attention deficit hyperactivity disorder, combined type: a functional MRI study

Progressive increase of frontostriatal brain activation from childhood to adulthood during event‐related tasks of cognitive control

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