RESUMEN

Positive affect has been shown to promote task-switching performance in healthy young adults. Given the well-documented age-related decline in executive functioning, we asked whether induced positive affect also helps to improve task-switching performance in older adults. Sixty-eight younger and older adults performed a switching task before and after they had watched cartoon clips (positive affect group) or documentaries (neutral affect group). Positive affect was associated with reduced error rates across all trial types in both age groups. In older adults, the increase in accuracy came at the expense of slower response times for task-switch trials, resulting in greater switch costs. This pattern of findings is inconsistent with the popular notion that positive affect supports greater cognitive flexibility. Instead, positive affect may trigger adjustments in response control settings - such as a shift in the speed-accuracy trade-off toward more cautious responding - depending on the experienced level of task difficulty.

RESUMEN

Cognitive control requires choosing contextual information to update into working memory (input gating), maintaining it there (maintenance) stable against distraction, and then choosing which subset of maintained information to use in guiding action (output gating). Recent work has raised the possibility that the development of rule-guided behavior, in the transition from childhood to adolescence, is linked specifically to changes in the gating components of working memory (Amso, Haas, McShane, & Badre, 2014). Given the importance of effective rule-guided behavior for decision making in this developmental transition, we used hierarchical rule tasks to probe the precise developmental dynamics of working memory gating. This mechanistic precision informs ongoing efforts to train cognitive control and working memory operations across typical and atypical development. The results of Experiment 1 verified that the development of rule-guided behavior is uniquely linked to increasing hierarchical complexity but not to increasing maintenance demands across 1st, 2nd, and 3rd order rule tasks. Experiment 2 then investigated whether this developmental trajectory in rule-guided behavior is best explained by change in input gating or output gating. Further, as input versus output gating also tend to correlate with a more proactive versus reactive control strategy in these tasks, we assessed developmental change in the degree to which these two processes were deployed efficiently given the task. Experiment 2 shows that the developmental change observed in Experiment 1 and in Amso et al. (2014) is likely a result of increased efficacy of output gating processes, as well as greater strategic efficiency in that adolescents opt for this costly process less often than children.

Asunto(s)

RESUMEN

Developmental researchers have suggested that adolescents are characterized by stronger reward sensitivity than both children and younger adults. However, at this point, little is known about the extent to which developmental differences in incentive processing influence feedback-based learning. In this study, we applied an incentivized reinforcement learning task, in which errors resulted in losing money (loss condition), failure to gain money (gain condition), or neither (no-incentive condition). Children (10-11 years), younger adolescents (13-14 years), and older adolescents (15-17 years) performed this task while event-related potentials (ERPs) were recorded. We focused our analyses on two ERP correlates of error processing, the error negativity (Ne/ERN) and the error positivity (Pe) that are thought to reflect a rapid preconscious performance monitoring mechanism (Ne/ERN) and conscious detection and/or evaluation of response errors (Pe). Behaviorally, participants in all age groups responded more quickly and accurately to stimuli in gain and loss conditions than to those in the no-incentive condition. The performance data thus did not support the idea that incentives generally have a greater behavioral impact in adolescents than in children. While the Ne/ERN was not modulated by the incentive manipulation, both children and adolescents showed a larger Pe to errors in the gain condition compared to loss and no-incentive conditions. This is in contrast to results from adult studies, in which the Ne/ERN but not the Pe was enhanced for high-value errors, raising the possibility that motivational influences on performance monitoring might be reflected in the activity of separable neural systems in children and adolescents vs. adults. In contrast to the idea of higher reward/incentive sensitivity in adolescents, our findings suggest that incentives have similar effects on feedback-based learning from late childhood into late adolescence with no changes in preferences for "trick over treat."

RESUMEN

Executive functions (EFs) include a number of higher-level cognitive control abilities, such as cognitive flexibility, inhibition, and working memory, which are instrumental in supporting action control and the flexible adaptation changing environments. These control functions are supported by the prefrontal cortex and therefore develop rapidly across childhood and mature well into late adolescence. Given that executive control is a strong predictor for various life outcomes, such as academic achievement, socioeconomic status, and physical health, numerous training interventions have been designed to improve executive functioning across the lifespan, many of them targeting children and adolescents. Despite the increasing popularity of these trainings, their results are neither robust nor consistent, and the transferability of training-induced performance improvements to untrained tasks seems to be limited. In this review, we provide a selective overview of the developmental literature on process-based cognitive interventions by discussing (1) the concept and the development of EFs and their neural underpinnings, (2) the effects of different types of executive control training in normally developing children and adolescents, (3) individual differences in training-related performance gains as well as (4) the potential of cognitive training interventions for the application in clinical and educational contexts. Based on recent findings, we consider how transfer of process-based executive control trainings may be supported and how interventions may be tailored to the needs of specific age groups or populations.

RESUMEN

The FN400 refers to the early midfrontally-distributed difference between ERPs elicited by old and new items, which operates in a way consistent with a neural marker of familiarity-based recognition. Double dissociations between the FN400 and a later ERP index of recollection provide some of the most compelling evidence in support of dual-process models to date. It has recently been claimed, however, that there is no evidence that the FN400 is functionally distinct from the N400 index of implicit semantic priming (Voss, J., and Federmeier, K., FN400 potentials are functionally identical to N400 potentials and reflect semantic processing during recognition testing, Psychophysiology, 48, 532-546, 2011), challenging inferences made on the basis of this effect. We argue that the design employed to make this claim is flawed because it comprised a semantic priming manipulation embedded within a continuous recognition test which enabled recognition contrasts to be confounded by semantic processes in a number of ways. Here, ERPs were recorded from a design which avoided these confounds by employing a semantic priming paradigm which also served as the encoding phase for a surprise subsequent recognition test phase. An N400 effect elicited in the semantic priming task demonstrated the established centro-parietal maximum, whereas the difference between correctly responded to old and new ERPs in the recognition test was maximal over frontal sites in the same time window. When direct comparisons of the electrophysiological correlates of semantic priming and episodic recognition are recorded in a paradigm in which the two are not confounded, the FN400 reflects a qualitatively distinct effect from the N400.

Asunto(s)

RESUMEN

Accumulating evidence suggests that individual differences in punishment and reward sensitivity are associated with functional alterations in neural systems underlying error and feedback processing. In particular, individuals highly sensitive to punishment have been found to be characterized by larger mediofrontal error signals as reflected in the error negativity/error-related negativity (Ne/ERN) and the feedback-related negativity (FRN). By contrast, reward sensitivity has been shown to relate to the error positivity (Pe). Given that Ne/ERN, FRN, and Pe have been functionally linked to flexible behavioral adaptation, the aim of the present research was to examine how these electrophysiological reflections of error and feedback processing vary as a function of punishment and reward sensitivity during reinforcement learning. We applied a probabilistic learning task that involved three different conditions of feedback validity (100%, 80%, and 50%). In contrast to prior studies using response competition tasks, we did not find reliable correlations between punishment sensitivity and the Ne/ERN. Instead, higher punishment sensitivity predicted larger FRN amplitudes, irrespective of feedback validity. Moreover, higher reward sensitivity was associated with a larger Pe. However, only reward sensitivity was related to better overall learning performance and higher post-error accuracy, whereas highly punishment sensitive participants showed impaired learning performance, suggesting that larger negative feedback-related error signals were not beneficial for learning or even reflected maladaptive information processing in these individuals. Thus, although our findings indicate that individual differences in reward and punishment sensitivity are related to electrophysiological correlates of error and feedback processing, we found less evidence for influences of these personality characteristics on the relation between performance monitoring and feedback-based learning.

RESUMEN

This study examined how self-relevant failure influences error monitoring--as reflected in the error-related negativity (Ne/ERN) --and behavioral adaptation during subsequent feedback-based learning. We applied two phases (pre- and posttest) of a probabilistic learning task. Between pre- and posttest, participants were assigned to one of two groups receiving either failure feedback or no feedback during a visual search task described as diagnostic of intellectual abilities. To disentangle the effects of failure and motivational disengagement due to prolonged task performance, we linked the posttest to intelligence (Experiment 1) or described it in neutral terms (Experiment 2). Failure induction was associated with an increase in Ne/ERN amplitude at posttest in both experiments, although there were no differences in overall performance. In contrast, the Ne/ERN decreased from pre- to posttest in the no-failure-feedback group, particularly in Experiment 2. Furthermore, failure feedback affected error-related behavioral adjustments, suggesting a shift toward a reactive, error-driven mode of behavior control. These findings emphasize the importance of affective-motivational state in error processing and subsequent behavioral adaptation.

Asunto(s)