ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD / Catharina S. VAN MEEL in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.942-953 Titre : ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Catharina S. VAN MEEL, Auteur ; Dirk J. HESLENFELD, Auteur ; Jaap OOSTERLAAN, Auteur ; Marjolein LUMAN, Auteur ; Joseph A. SERGEANT, Auteur Année de publication : 2011 Article en page(s) : p.942-953 Langues : Anglais (eng) Mots-clés : ADHD  ERN  FRN  motivation  reinforcement  feedback Index. décimale : PER Périodiques Résumé : Background:  Several models of attention-deficit hyperactivity disorder (ADHD) propose abnormalities in the response to behavioural contingencies. Using event-related potentials (ERPs), the present study investigated the monitoring and subsequent evaluation of performance feedback resulting in either reward or punishment in children with ADHD (N = 18) and normal controls (N = 18) aged 8 to 12 years. Methods:  Children performed a time production task, in which visual performance feedback was given after each response. To manipulate its motivational salience, feedback was coupled with monetary gains, losses or no incentives. Results:  Performance feedback signalling omitted gains as well as omitted losses evoked a feedback-related negativity (FRN) in control children. The FRN, however, was entirely absent in children with ADHD in all conditions. Moreover, while losses elicited enhanced amplitudes of the late positive potential (LPP) in controls, omitted rewards had this effect in ADHD. Conclusions:  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. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02352.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD [Texte imprimé et/ou numérique] / Catharina S. VAN MEEL, Auteur ; Dirk J. HESLENFELD, Auteur ; Jaap OOSTERLAAN, Auteur ; Marjolein LUMAN, Auteur ; Joseph A. SERGEANT, Auteur . - 2011 . - p.942-953. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.942-953 Mots-clés : ADHD  ERN  FRN  motivation  reinforcement  feedback Index. décimale : PER Périodiques Résumé : Background:  Several models of attention-deficit hyperactivity disorder (ADHD) propose abnormalities in the response to behavioural contingencies. Using event-related potentials (ERPs), the present study investigated the monitoring and subsequent evaluation of performance feedback resulting in either reward or punishment in children with ADHD (N = 18) and normal controls (N = 18) aged 8 to 12 years. Methods:  Children performed a time production task, in which visual performance feedback was given after each response. To manipulate its motivational salience, feedback was coupled with monetary gains, losses or no incentives. Results:  Performance feedback signalling omitted gains as well as omitted losses evoked a feedback-related negativity (FRN) in control children. The FRN, however, was entirely absent in children with ADHD in all conditions. Moreover, while losses elicited enhanced amplitudes of the late positive potential (LPP) in controls, omitted rewards had this effect in ADHD. Conclusions:  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. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02352.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Heart rate and reinforcement sensitivity in ADHD / Marjolein LUMAN in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.890–898 Titre : Heart rate and reinforcement sensitivity in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Marjolein LUMAN, Auteur ; Joseph A. SERGEANT, Auteur ; Jaap OOSTERLAAN, Auteur ; Christopher HYDE, Auteur ; Catharina S. VAN MEEL, Auteur Année de publication : 2007 Article en page(s) : p.890–898 Langues : Anglais (eng) Mots-clés : ADHD reinforcement feedback motivation task-engagement heart-rate Index. décimale : PER Périodiques Résumé : Background: Both theoretical and clinical accounts of attention-deficit/hyperactivity disorder (ADHD) implicate a dysfunctional reinforcement system. This study investigated heart rate parameters in response to feedback associated with reward and response cost in ADHD children and controls aged 8 to 12. Methods: Heart rate responses (HRRs) following feedback and heart rate variability (HRV) in the low frequency band (.04–.08 Hz), a measure of mental effort, were calculated during a time production paradigm. Performance was coupled to monetary gain, loss or feedback-only in a cross-over design. Results: Children with ADHD exhibited smaller HRRs to feedback compared to controls. HRV of children with ADHD decreased when performance was coupled to reward or response cost compared to feedback-only. HRV of controls was similar across conditions. Conclusions: Children with ADHD were characterised by (a) possible abnormalities in feedback monitoring and (b) motivational deficits, when no external reinforcement is present. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01769.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163 [article] Heart rate and reinforcement sensitivity in ADHD [Texte imprimé et/ou numérique] / Marjolein LUMAN, Auteur ; Joseph A. SERGEANT, Auteur ; Jaap OOSTERLAAN, Auteur ; Christopher HYDE, Auteur ; Catharina S. VAN MEEL, Auteur . - 2007 . - p.890–898. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.890–898 Mots-clés : ADHD reinforcement feedback motivation task-engagement heart-rate Index. décimale : PER Périodiques Résumé : Background: Both theoretical and clinical accounts of attention-deficit/hyperactivity disorder (ADHD) implicate a dysfunctional reinforcement system. This study investigated heart rate parameters in response to feedback associated with reward and response cost in ADHD children and controls aged 8 to 12. Methods: Heart rate responses (HRRs) following feedback and heart rate variability (HRV) in the low frequency band (.04–.08 Hz), a measure of mental effort, were calculated during a time production paradigm. Performance was coupled to monetary gain, loss or feedback-only in a cross-over design. Results: Children with ADHD exhibited smaller HRRs to feedback compared to controls. HRV of children with ADHD decreased when performance was coupled to reward or response cost compared to feedback-only. HRV of controls was similar across conditions. Conclusions: Children with ADHD were characterised by (a) possible abnormalities in feedback monitoring and (b) motivational deficits, when no external reinforcement is present. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01769.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163

What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders / Hilde M. GEURTS in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.848 - 857 Titre : What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Hilde M. GEURTS, Auteur ; Marjolein LUMAN, Auteur ; Catharina S. VAN MEEL, Auteur Année de publication : 2008 Article en page(s) : p.848 - 857 Langues : Anglais (eng) Mots-clés : Autism ADHD motivation cognitive-control Index. décimale : PER Périodiques Résumé : Background: Children with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorders (ASD) are known to have cognitive control deficits. Some studies suggest that such deficits may be reduced when motivation is increased through tangible reinforcers. Whether these deficits can also be modulated by non-tangible reinforcers has hardly been studied. Methods: Therefore, the effect of social motivation on the ability to suppress irrelevant information (i.e., interference control) was investigated in 22 ADHD boys, 22 ASD boys, and 33 typically developing (TD) boys. An adapted Eriksen Flanker task was administered under a motivational condition in which the boys were told that they were competing with peers, and under a neutral condition in which standard instructions were given. Results: In comparison with TD boys, boys with ADHD were impaired even when no interference was present, while this was not the case for the ASD boys. All groups benefited from the motivation manipulation, i.e., their performance increased when they thought they were competing with peers. Although the boys with ADHD were still slower than TD boys when motivated, they performed as accurately as TD boys. Children with ASD also improved slightly in accuracy and response speed, but this did not reach significance. Conclusion: Children with ADHD are able to exert sufficient cognitive control when they are motivated, which is in line with the current models of ADHD. However, motivation seems to have a general effect on performance and is not solely related to cognitive control abilities. In contrast, this effect was not obtained in children with ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01916.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders [Texte imprimé et/ou numérique] / Hilde M. GEURTS, Auteur ; Marjolein LUMAN, Auteur ; Catharina S. VAN MEEL, Auteur . - 2008 . - p.848 - 857. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.848 - 857 Mots-clés : Autism ADHD motivation cognitive-control Index. décimale : PER Périodiques Résumé : Background: Children with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorders (ASD) are known to have cognitive control deficits. Some studies suggest that such deficits may be reduced when motivation is increased through tangible reinforcers. Whether these deficits can also be modulated by non-tangible reinforcers has hardly been studied. Methods: Therefore, the effect of social motivation on the ability to suppress irrelevant information (i.e., interference control) was investigated in 22 ADHD boys, 22 ASD boys, and 33 typically developing (TD) boys. An adapted Eriksen Flanker task was administered under a motivational condition in which the boys were told that they were competing with peers, and under a neutral condition in which standard instructions were given. Results: In comparison with TD boys, boys with ADHD were impaired even when no interference was present, while this was not the case for the ASD boys. All groups benefited from the motivation manipulation, i.e., their performance increased when they thought they were competing with peers. Although the boys with ADHD were still slower than TD boys when motivated, they performed as accurately as TD boys. Children with ASD also improved slightly in accuracy and response speed, but this did not reach significance. Conclusion: Children with ADHD are able to exert sufficient cognitive control when they are motivated, which is in line with the current models of ADHD. However, motivation seems to have a general effect on performance and is not solely related to cognitive control abilities. In contrast, this effect was not obtained in children with ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01916.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

---

1 (1 - 3 / 3)