Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Luman, Marjolein; Oosterlaan, Jaap; Sergeant, Joseph A.

doi:10.1007/s10802-007-9190-8

Cited by 45 publications

(36 citation statements)

References 52 publications

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“…A number of researchers have argued that ADHD is a motivational problem, whereby individuals are unable to use intrinsic motivation to guide choice performance (Douglas, 1989; Sergeant et al, 1999). This is supported by evidence that children with ADHD perform well on continuous reinforcement schedules, whereas their performance deteriorates on partial reinforcement schedules where the consistent extrinsic motivation of reward is not provided (Parry and Douglas, 1983; Luman et al, 2008). …”

Section: The Breakdown Of Goal-directed Processes In Psychiatric and mentioning

confidence: 90%

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

Griffiths

Morris

Balleine

2014

Front. Syst. Neurosci.

107

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The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions.

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Section: The Breakdown Of Goal-directed Processes In Psychiatric and mentioning

confidence: 90%

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

Griffiths

Morris

Balleine

2014

Front. Syst. Neurosci.

107

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“…Some studies have found that ADHD-related increases in RTV are attenuated when rewards for performance are provided [12,14,[90][91][92], whereas others have not found this effect of reward [49,93]. Two studies in the literature have suggested that combining fast ER and reward can synergistically improve RTV [14,91].…”

Section: Reaction Time Variability Manipulationsmentioning

confidence: 99%

Reaction Time Variability in ADHD: A Review

et al. 2012

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For the past decade, intra-individual variability in reaction times on computerized tasks has become a central focus of cognitive research on Attention-Deficit/Hyperactivity Disorder (ADHD). Numerous studies document increased reaction time variability among children and adults with ADHD, relative to typically developing controls. However, direct comparisons with other disorders with heightened reaction time variability are virtually nonexistent, despite their potential to inform our understanding of the phenomenon. A growing literature examines the sensitivity of reaction time variability to theoretically and clinically relevant manipulations. There is strong evidence that stimulus treatment reduces reaction time variability during a range of cognitive tasks, but the literature is mixed regarding the impact of motivational incentives and variation in stimulus event rate. Most studies of reaction time variability implicitly assume that heightened reaction time variability reflects occasional lapses in attention, and the dominant neurophysiological interpretation suggests this variability is linked to intrusions of task-negative brain network activity during task performance. Work examining the behavioral and neurophysiological correlates of reaction time variability provides some support for these hypotheses, but considerably more work is needed in this area. Finally, because conclusions from each of domains reviewed are limited by the wide range of measures used to measure reaction time variability, this review highlights the need for increased attention to the cognitive and motivational context in which variability is assessed and recommends that future work always supplement macro-level variability indices with metrics that isolate particular components of reaction time variability.

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“…They appear to be less aware of the significance of feedback than controls, unless feedback is coupled with reinforcement (Luman, Oosterlaan, & Sergeant, 2008). Furthermore, they tend to prefer small immediate over larger delayed rewards (SonugaBarke, Sergeant, Nigg, & Willcutt, 2008), react with greater frustration to the loss of anticipated reward (Douglas & Parry, 1983, 1994 and exhibit a stronger tendency to seek reward (Scheres, Oosterlaan, & Sergeant, 2001).…”

mentioning

confidence: 99%

ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD

Meel¹,

Heslenfeld²,

Oosterlaan³

et al. 2011

Journal of Child Psychology and Psychiatry

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The lack of modulation of the FRN by contingencies in ADHD suggests deficient detection of environmental cues as a function of their motivational significance. LPP findings suggest diminished response to punishment, but oversensitivity to the loss of desired rewards. These findings suggest that children with ADHD have problems assigning relative motivational significance to outcomes of their actions.

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Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Cited by 45 publications

References 52 publications

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

Reaction Time Variability in ADHD: A Review

ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD

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