Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Gail TRIPP |
Documents disponibles écrits par cet auteur (6)
Faire une suggestion Affiner la recherche
Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder / Brent ALSOP in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)
[article]
Titre : Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.947-956 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder response allocation reinforcement change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956[article] Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur . - p.947-956.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956
Mots-clés : Attention-deficit hyperactivity disorder response allocation reinforcement change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder / Emi FURUKAWA in Journal of Child Psychology and Psychiatry, 58-3 (March 2017)
[article]
Titre : Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emi FURUKAWA, Auteur ; Brent ALSOP, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.248-257 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder punishment response allocation matching law Index. décimale : PER Périodiques Résumé : Background The behavioral sensitivity of children with ADHD to punishment has received limited theoretical and experimental attention. This study evaluated the effects of punishment on the response allocation of children with ADHD and typically developing children. Method Two hundred and ten children, 145 diagnosed with ADHD, completed an operant task in which they chose between playing two simultaneously available games. Reward was arranged symmetrically across the games under concurrent variable interval schedules. Asymmetric punishment schedules were superimposed; responses on one game were punished four times as often as responses on the other. Results Both groups allocated more of their responses to the less frequently punished alternative. Response bias increased significantly in the ADHD group during later trials, resulting in missed reward trials and reduced earnings. Conclusions Punishment exerted greater control over the response allocation of children with ADHD with increased time on task. Children with ADHD appear more sensitive to the cumulative effects of punishment than typically developing children. En ligne : http://dx.doi.org/10.1111/jcpp.12635 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.248-257[article] Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Emi FURUKAWA, Auteur ; Brent ALSOP, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Gail TRIPP, Auteur . - p.248-257.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.248-257
Mots-clés : Attention-deficit hyperactivity disorder punishment response allocation matching law Index. décimale : PER Périodiques Résumé : Background The behavioral sensitivity of children with ADHD to punishment has received limited theoretical and experimental attention. This study evaluated the effects of punishment on the response allocation of children with ADHD and typically developing children. Method Two hundred and ten children, 145 diagnosed with ADHD, completed an operant task in which they chose between playing two simultaneously available games. Reward was arranged symmetrically across the games under concurrent variable interval schedules. Asymmetric punishment schedules were superimposed; responses on one game were punished four times as often as responses on the other. Results Both groups allocated more of their responses to the less frequently punished alternative. Response bias increased significantly in the ADHD group during later trials, resulting in missed reward trials and reduced earnings. Conclusions Punishment exerted greater control over the response allocation of children with ADHD with increased time on task. Children with ADHD appear more sensitive to the cumulative effects of punishment than typically developing children. En ligne : http://dx.doi.org/10.1111/jcpp.12635 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? / An-Katrien HULSBOSCH in Journal of Child Psychology and Psychiatry, 64-11 (November 2023)
[article]
Titre : Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? Type de document : Texte imprimé et/ou numérique Auteurs : An-Katrien HULSBOSCH, Auteur ; Tom BECKERS, Auteur ; Hasse DE MEYER, Auteur ; Marina DANCKAERTS, Auteur ; Dagmar VAN LIEFFERINGE, Auteur ; Gail TRIPP, Auteur ; Saskia VAN DER OORD, Auteur Article en page(s) : p.1631-1640 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Prominent theoretical accounts of attention-deficit/hyperactivity-disorder (ADHD) hypothesize that reinforcement learning deficits underlie symptoms of ADHD. The Dynamic Developmental Theory and the Dopamine Transfer Deficit hypothesis assume impairments in both the acquisition and extinction of behavior, especially when learning occurs under partial (non-continuous) reinforcement, and subsequently the Partial Reinforcement Extinction Effect (PREE). Few studies have evaluated instrumental learning in ADHD and the results are inconsistent. The current study investigates instrumental learning under partial and continuous reinforcement schedules and subsequent behavioral persistence when reinforcement is withheld (extinction) in children with and without ADHD. Methods Large well-defined samples of children with ADHD (n=93) and typically developing (TD) children (n=73) completed a simple instrumental learning task. The children completed acquisition under continuous (100%) or partial (20%) reinforcement, followed by a 4-min extinction phase. Two-way (diagnosis by condition) ANOVAs evaluated responses needed to reach the learning criterion during acquisition, and target and total responses during extinction. Results Children with ADHD required more trials to reach criterion compared to TD children under both continuous and partial reinforcement. After partial reinforcement, children with ADHD executed fewer target responses during extinction than TD children. Children with ADHD executed more responses than TD children during extinction, irrespective of learning condition. Conclusions The findings demonstrate general difficulties in instrumental learning in ADHD, that is, slower learning irrespective of reinforcement schedule. They also show faster extinction following learning under partial reinforcement in those with ADHD, that is, a diminished PREE. Children with ADHD executed more responses during extinction. Results are theoretically important, with clinical implications for understanding and managing learning difficulties in those with ADHD, as they suggest poorer reinforcement learning and lower behavioral persistence. En ligne : https://doi.org/10.1111/jcpp.13805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Journal of Child Psychology and Psychiatry > 64-11 (November 2023) . - p.1631-1640[article] Instrumental learning and behavioral persistence in children with attention-deficit/hyperactivity-disorder: does reinforcement frequency matter? [Texte imprimé et/ou numérique] / An-Katrien HULSBOSCH, Auteur ; Tom BECKERS, Auteur ; Hasse DE MEYER, Auteur ; Marina DANCKAERTS, Auteur ; Dagmar VAN LIEFFERINGE, Auteur ; Gail TRIPP, Auteur ; Saskia VAN DER OORD, Auteur . - p.1631-1640.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-11 (November 2023) . - p.1631-1640
Index. décimale : PER Périodiques Résumé : Background Prominent theoretical accounts of attention-deficit/hyperactivity-disorder (ADHD) hypothesize that reinforcement learning deficits underlie symptoms of ADHD. The Dynamic Developmental Theory and the Dopamine Transfer Deficit hypothesis assume impairments in both the acquisition and extinction of behavior, especially when learning occurs under partial (non-continuous) reinforcement, and subsequently the Partial Reinforcement Extinction Effect (PREE). Few studies have evaluated instrumental learning in ADHD and the results are inconsistent. The current study investigates instrumental learning under partial and continuous reinforcement schedules and subsequent behavioral persistence when reinforcement is withheld (extinction) in children with and without ADHD. Methods Large well-defined samples of children with ADHD (n=93) and typically developing (TD) children (n=73) completed a simple instrumental learning task. The children completed acquisition under continuous (100%) or partial (20%) reinforcement, followed by a 4-min extinction phase. Two-way (diagnosis by condition) ANOVAs evaluated responses needed to reach the learning criterion during acquisition, and target and total responses during extinction. Results Children with ADHD required more trials to reach criterion compared to TD children under both continuous and partial reinforcement. After partial reinforcement, children with ADHD executed fewer target responses during extinction than TD children. Children with ADHD executed more responses than TD children during extinction, irrespective of learning condition. Conclusions The findings demonstrate general difficulties in instrumental learning in ADHD, that is, slower learning irrespective of reinforcement schedule. They also show faster extinction following learning under partial reinforcement in those with ADHD, that is, a diminished PREE. Children with ADHD executed more responses during extinction. Results are theoretically important, with clinical implications for understanding and managing learning difficulties in those with ADHD, as they suggest poorer reinforcement learning and lower behavioral persistence. En ligne : https://doi.org/10.1111/jcpp.13805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Research Review: Dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD / Gail TRIPP in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)
[article]
Titre : Research Review: Dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Gail TRIPP, Auteur ; Jeff R. WICKENS, Auteur Année de publication : 2008 Article en page(s) : p.691 - 704 Langues : Anglais (eng) Mots-clés : Attention-deficit-hyperactivity-disorder reinforcement mechanisms neurobiology dopamine Index. décimale : PER Périodiques Résumé : This review considers the hypothesis that changes in dopamine signalling might account for altered sensitivity to positive reinforcement in children with ADHD. The existing evidence regarding dopamine cell activity in relation to positive reinforcement is reviewed. We focus on the anticipatory firing of dopamine cells brought about by a transfer of dopamine cell responses to cues that precede reinforcers. It is proposed that in children with ADHD there is diminished anticipatory dopamine cell firing, which we call the dopamine transfer deficit (DTD). The DTD theory leads to specific and testable predictions for human and animal research. The extent to which DTD explains symptoms of ADHD and effects of pharmacological interventions is discussed. We conclude by considering the neural changes underlying the etiology of DTD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01851.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.691 - 704[article] Research Review: Dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD [Texte imprimé et/ou numérique] / Gail TRIPP, Auteur ; Jeff R. WICKENS, Auteur . - 2008 . - p.691 - 704.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.691 - 704
Mots-clés : Attention-deficit-hyperactivity-disorder reinforcement mechanisms neurobiology dopamine Index. décimale : PER Périodiques Résumé : This review considers the hypothesis that changes in dopamine signalling might account for altered sensitivity to positive reinforcement in children with ADHD. The existing evidence regarding dopamine cell activity in relation to positive reinforcement is reviewed. We focus on the anticipatory firing of dopamine cells brought about by a transfer of dopamine cell responses to cues that precede reinforcers. It is proposed that in children with ADHD there is diminished anticipatory dopamine cell firing, which we call the dopamine transfer deficit (DTD). The DTD theory leads to specific and testable predictions for human and animal research. The extent to which DTD explains symptoms of ADHD and effects of pharmacological interventions is discussed. We conclude by considering the neural changes underlying the etiology of DTD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01851.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 Response to Williams's Commentary / Gail TRIPP in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)
[article]
Titre : Response to Williams's Commentary Type de document : Texte imprimé et/ou numérique Auteurs : Gail TRIPP, Auteur ; Jeff R. WICKENS, Auteur Année de publication : 2008 Article en page(s) : p.711 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01922.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.711[article] Response to Williams's Commentary [Texte imprimé et/ou numérique] / Gail TRIPP, Auteur ; Jeff R. WICKENS, Auteur . - 2008 . - p.711.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.711
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01922.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 The profile of pragmatic language impairments in children with ADHD: A systematic review / Sophie CARRUTHERS in Development and Psychopathology, 34-5 (December 2022)
Permalink