Probabilistic reward learning in adults with Attention Deficit Hyperactivity Disorder—An electrophysiological study

Thoma, Patrizia; Edel, Marc‐Andreas; Suchan, Boris; Bellebaum, Christian

doi:10.1016/j.psychres.2014.11.006

Cited by 19 publications

(17 citation statements)

References 111 publications

(170 reference statements)

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“…Thus, the internal consistency of a measure also puts a ceiling on how much true score is available to be associated with other variables (e.g., clinical correlates). The RewP, FN, and ΔRewP have all been examined as potential candidate biomarkers of various forms of psychopathology, including depressive symptoms, anxiety symptoms, and behavioral problems (Bress et al, ; Foti & Hajcak, ; Kessel et al, ; Kessel, Kujawa, Hajcak Proudfit, & Klein, ; Thoma, Edel, Suchan, & Bellebaum, ; Zhu et al, ). The most established and replicated of these associations is between depressive symptoms and the RewP or ΔRewP, but not the FN (Bress et al, ; Foti & Hajcak, ; Foti, Kotov et al, ).…”

Section: Discussionmentioning

confidence: 99%

Reliability of the electrocortical response to gains and losses in the doors task

et al. 2017

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The ability to differentiate between rewards and losses is critical for motivated action, and aberrant reward and loss processing has been associated with psychopathology. The reward positivity (RewP) and feedback negativity (FN) are ERPs elicited by monetary gains and losses, respectively, and are promising individual difference measures. However, few studies have reported on the psychometric properties of the RewP and FN-crucial characteristics necessary for valid individual difference measures. The current study examined the internal consistency and 1-week test-retest reliability of the RewP and FN as elicited by the doors task among 59 young adults. The RewP, FN, and their difference score (ΔRewP) all showed significant correlations between Time 1 and Time 2. The RewP and FN also achieved acceptable internal consistency at both time points within 20 trials using both Cronbach's α and a generalizability theory-derived dependability measure. Internal consistency for ΔRewP was notably weaker at both time points, which is expected from two highly intercorrelated constituent scores. In conclusion, the RewP and FN have strong psychometric properties in a healthy adult sample. Future research is needed to assess the psychometric properties of these ERPs in different age cohorts and in clinical populations.

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Section: Discussionmentioning

confidence: 99%

Reliability of the electrocortical response to gains and losses in the doors task

et al. 2017

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“…There is evidence of functional hyperconnectivity between core hubs of the reward circuit (Tomasi & Volkow, 2012). Evidence from behavioral tasks gives a rather mixed picture (Luman, Sergeant, Knol, & Oosterlaan, 2010), with some studies suggesting oversensitivity to rewards (Fosco, Hawk, Rosch, & Bubnik, 2015) and others showing hyposensitivity ( van Meel, Heslenfeld, Oosterlaan, Luman, & Sergeant, 2011) related to impaired reward-related prediction error signals (Thoma, Edel, Suchan, & Bellebaum, 2015). In line with our predictions, the most consistent finding relates to an accentuated sensitivity to delay prior to the delivery of reinforcement, which holds regardless of the paradigm used (Yu, Sonuga-Barke, & Liu, 2015) and seems to reflect a combination of a drive toward immediate reinforcement (Marco et al, 2009), heightened discounting of delayed reinforcement (Scheres, Tontsch, & Thoeny, 2013) and aversion to delaya desire to escape the negative affect induced by delay (Lemiere et al, 2012).…”

Section: Impaired Executive Controlmentioning

confidence: 99%

Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders – differentiating decision making in attention‐deficit/hyperactivity disorder, conduct disorder, depression, and anxiety

Sonuga‐Barke

Cortese

Fairchild

et al. 2015

Child Psychology Psychiatry

146

119

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BackgroundIneffective decision making is a major source of everyday functional impairment and reduced quality of life for young people with mental disorders. However, very little is known about what distinguishes decision making by individuals with different disorders or the neuropsychological processes or brain systems underlying these. This is the focus of the current review.Scope and methodologyWe first propose a neuroeconomic model of the decision‐making process with separate stages for the prechoice evaluation of expected utility of future options; choice execution and postchoice management; the appraisal of outcome against expectation; and the updating of value estimates to guide future decisions. According to the proposed model, decision making is mediated by neuropsychological processes operating within three domains: (a) self‐referential processes involved in autobiographical reflection on past, and prospection about future, experiences; (b) executive functions, such as working memory, inhibition, and planning, that regulate the implementation of decisions; and (c) processes involved in value estimation and outcome appraisal and learning. These processes are underpinned by the interplay of multiple brain networks, especially medial and lateralized cortical components of the default mode network, dorsal corticostriatal circuits underpinning higher order cognitive and behavioral control, and ventral frontostriatal circuits, connecting to brain regions implicated in emotion processing, that control valuation and learning processes.Findings and conclusionBased on clinical insights and considering each of the decision‐making stages in turn, we outline disorder‐specific hypotheses about impaired decision making in four childhood disorders: attention‐deficit/hyperactivity disorder (ADHD), conduct disorder (CD), depression, and anxiety. We hypothesize that decision making in ADHD is deficient (i.e. inefficient, insufficiently reflective, and inconsistent) and impulsive (biased toward immediate over delayed alternatives). In CD, it is reckless and insensitive to negative consequences. In depression, it is disengaged, perseverative, and pessimistic, while in anxiety, it is hesitant, risk‐averse, and self‐deprecating. A survey of current empirical indications related to these disorder‐specific hypotheses highlights the limited and fragmentary nature of the evidence base and illustrates the need for a major research initiative in decision making in childhood disorders. The final section highlights a number of important additional general themes that need to be considered in future research.

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“…In support of this, treatment with methylphenidate, which increases dopaminergic activity in CSTC circuits, reduces ADHD symptoms, and reinforcement learning is impaired in unmedicated cases (Frank et al, 2006;Thoma et al, 2015; but see Luman et al, 2009Luman et al, , 2014 but normalises with methylphenidate (Frank et al, 2006). There is also evidence of impaired reversal or modification of learned stimulus-response (S-R) associations in ADHD (Itami and Uno, 2002) and abnormal neural processing of reinforcement information during learning, as indicated by atypical amplitudes of the feedback-related negativity (FRN; Miltner et al, 1997) and feedback-locked P2 (van Meel et al, 2005) event-related (ERP) components (Hauser et al, 2014;Thoma et al, 2015;Umemoto et al, 2014). FRN and feedback-locked P2 amplitudes typically decrease during a learning episode, likely reflecting decreasing reliance on external performance-related feedback as a new behaviour becomes consolidated (Eppinger et al, 2009;Holroyd and Coles, 2002;Groen et al, 2008;Shephard et al, 2014).…”

Section: Introductionmentioning

confidence: 95%

“…Impaired reinforcement learning is central to several models of ADHD, all of which propose dopaminergic abnormalities in CSTC pathways (Johansen et al, 2009;Sagvolden et al, 2005;Sonuga-Barke, 2003;Tripp and Wickens, 2008). In support of this, treatment with methylphenidate, which increases dopaminergic activity in CSTC circuits, reduces ADHD symptoms, and reinforcement learning is impaired in unmedicated cases (Frank et al, 2006;Thoma et al, 2015; but see Luman et al, 2009Luman et al, , 2014 but normalises with methylphenidate (Frank et al, 2006). There is also evidence of impaired reversal or modification of learned stimulus-response (S-R) associations in ADHD (Itami and Uno, 2002) and abnormal neural processing of reinforcement information during learning, as indicated by atypical amplitudes of the feedback-related negativity (FRN; Miltner et al, 1997) and feedback-locked P2 (van Meel et al, 2005) event-related (ERP) components (Hauser et al, 2014;Thoma et al, 2015;Umemoto et al, 2014).…”

Section: Introductionmentioning

confidence: 98%

Electrophysiological correlates of reinforcement learning in young people with Tourette syndrome with and without co‐occurring ADHD symptoms

Shephard

Jackson

Groom

2016

Intl J of Devlp Neuroscience

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Please cite this article as: Shephard, Elizabeth, Jackson, Georgina M., Groom, Madeleine J., Electrophysiological correlates of reinforcement learning in young people with Tourette syndrome with and without co-occurring ADHD symptoms.International Journal of Developmental Neuroscience http://dx.doi.org/10. 1016/j.ijdevneu.2016.04.005 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Abstract Altered reinforcement learning is implicated in the causes of Tourette syndrome (TS)and attention-deficit/hyperactivity disorder (ADHD). TS and ADHD frequently co-occur but how this affects reinforcement learning has not been investigated. We examined the ability of young people with TS (n = 18), TS+ADHD (N = 17), ADHD (n = 13) and typically developing controls (n = 20) to learn and reverse stimulus-response (S-R) associations based on positive and negative reinforcement feedback. We used a 2 (TS-yes, TS-no) x 2 (ADHDyes, ADHD-no) factorial design to assess the effects of TS, ADHD, and their interaction on behavioural (accuracy, RT) and event-related potential (stimulus-locked P3, feedback-locked P2, feedback-related negativity, FRN) indices of learning and reversing the S-R associations.TS was associated with intact learning and reversal performance and largely typical ERP amplitudes. ADHD was associated with lower accuracy during S-R learning and impaired reversal learning (significantly reduced accuracy and a trend for smaller P3 amplitude). The results indicate that co-occurring ADHD symptoms impair reversal learning in TS+ADHD.The implications of these findings for behavioural tic therapies are discussed. AbbreviationsTS, Tourette syndrome; ADHD, attention-deficit/hyperactivity disorder; TS+ADHD, Tourette syndrome and co-occurring ADHD; EEG, electro-encephalography; ERP, eventrelated potential; FRN, feedback-related negativity; HRT, habit-reversal therapy

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Probabilistic reward learning in adults with Attention Deficit Hyperactivity Disorder—An electrophysiological study

Cited by 19 publications

References 111 publications

Reliability of the electrocortical response to gains and losses in the doors task

Reliability of the electrocortical response to gains and losses in the doors task

Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders – differentiating decision making in attention‐deficit/hyperactivity disorder, conduct disorder, depression, and anxiety

Electrophysiological correlates of reinforcement learning in young people with Tourette syndrome with and without co‐occurring ADHD symptoms

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