Neural dynamics of error processing in medial frontal cortex

Mars, Rogier B.; Coles, Michael; Grol, Maud; Holroyd, Clay B.; Nieuwenhuis, Sander; Hulstijn, Wouter; Toni, Ivan

doi:10.1016/j.neuroimage.2005.06.041

Cited by 136 publications

(107 citation statements)

References 35 publications

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“…However, although the amygdala plays a central role in the first process, other brain structures are involved in the second. Functional magnetic resonance imaging (fMRI) and ERP studies using similar paradigms to the current one have demonstrated an important role for the pMFC (including the ACC and pre-SMA ; Holroyd et al 2004 ;Mars et al 2005) and the basal ganglia Ullsperger & von Cramon, 2006) in learning from errors. Currently, the IES interpretation of PP does not include these processes and brain areas and hence does not allow for any specific predictions to be made.…”

Section: Integrationmentioning

confidence: 78%

Neural correlates of error-related learning deficits in individuals with psychopathy

Borries

Brazil

Bulten³

et al. 2009

Psychol. Med.

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Background. Psychopathy (PP) is associated with a performance deficit in a variety of stimulus-response and stimulus-reinforcement learning paradigms. We tested the hypothesis that failures in error monitoring underlie these learning deficits.Method. We measured electrophysiological correlates of error monitoring [error-related negativity (ERN)] during a probabilistic learning task in individuals with PP (n=13) and healthy matched control subjects (n=18). The task consisted of three graded learning conditions in which the amount of learning was manipulated by varying the degree to which the response was predictive of the value of the feedback (50, 80 and 100 %).Results. Behaviourally, we found impaired learning and diminished accuracy in the group of individuals with PP. Amplitudes of the response ERN (rERN) were reduced. No differences in the feedback ERN (fERN) were found. Conclusions.The results are interpreted in terms of a deficit in initial rule learning and subsequent generalization of these rules to new stimuli. Negative feedback is adequately processed at a neural level but this information is not used to improve behaviour on subsequent trials. As learning is degraded, the process of error detection at the moment of the actual response is diminished. Therefore, the current study demonstrates that disturbed error-monitoring processes play a central role in the often reported learning deficits in individuals with PP.

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Section: Integrationmentioning

confidence: 78%

Neural correlates of error-related learning deficits in individuals with psychopathy

Borries

Brazil

Bulten³

et al. 2009

Psychol. Med.

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“…Changes in ACC activation over time have previously been shown as a function of task practice (Milham et al, 2003), experiment duration (Erickson et al, 2004), or focus of attention (Mars et al, 2005). However they were either unrelated to the behavioral index measuring conflict (Milham et al, 2003;Erickson et al, 2004) or they were related to attentional shifts regarding the source of error information (Mars et al, 2005).…”

Section: Discussionmentioning

confidence: 91%

“…However they were either unrelated to the behavioral index measuring conflict (Milham et al, 2003;Erickson et al, 2004) or they were related to attentional shifts regarding the source of error information (Mars et al, 2005). These findings suggest that there could be changes in the neural activity without corresponding changes in behavioral measures, thus questioning the role of the ACC in conflict monitoring and subsequent control implementation.…”

Section: Discussionmentioning

confidence: 99%

Neural Changes in Control Implementation of a Continuous Task

Lungu¹,

Binenstock²,

Pline³

et al. 2007

J. Neurosci.

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It is commonly agreed that control implementation, being a resource-consuming endeavor, is not exerted continuously or in simple tasks. However, most research in the field was done using tasks that varied the need for control on a trial-by-trial basis (e.g., Stroop, flanker) in a discrete manner. In this case, the anterior cingulate cortex (ACC) was found to monitor the need for control, whereas regions in the prefrontal cortex (PFC) were found to be involved in control implementation. Whether or not the same control mechanism would be used in continuous tasks was an open question. In our study, we found that in a continuous task, the same neural substrate subserves control monitoring (ACC) but that the neural substrate of control implementation changes over time. Early in the task, regions in the PFC were involved in control implementation, whereas later the control was taken over by subcortical structures, specifically the caudate. Our results suggest that humans possess a flexible control mechanism, with a specific structure dedicated to monitoring the need for control and with multiple structures involved in control implementation.

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“…Medial prefrontal cortex (PFC), including the anterior cingulate cortex (ACC) and supplementary motor area (SMA)/pre-SMA (Rushworth et al, , 2007, and dorsolateral PFC (DLPFC) are often found to be more active after the presentation of negative performance feedback in adults (Mars et al, 2005;Zanolie et al, 2008a). Pre-SMA/ACC is thought to signal response conflict and to predict activation in DLPFC, a region that is considered to be important for subsequent performance adjustment (Kerns et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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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Neural dynamics of error processing in medial frontal cortex

Cited by 136 publications

References 35 publications

Neural correlates of error-related learning deficits in individuals with psychopathy

Neural correlates of error-related learning deficits in individuals with psychopathy

Neural Changes in Control Implementation of a Continuous Task

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

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