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Auteur Barbara J. ROEBER |
Documents disponibles écrits par cet auteur (2)



Early adversity and learning: implications for typical and atypical behavioral development / Jamie L. HANSON in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)
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[article]
Titre : Early adversity and learning: implications for typical and atypical behavioral development Type de document : Texte imprimé et/ou numérique Auteurs : Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur Article en page(s) : p.770-778 Langues : Anglais (eng) Mots-clés : Learning child development social behavior early life experience child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778[article] Early adversity and learning: implications for typical and atypical behavioral development [Texte imprimé et/ou numérique] / Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur . - p.770-778.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778
Mots-clés : Learning child development social behavior early life experience child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 Early life stress, FK506 binding protein 5 gene (FKBP5) methylation, and inhibition-related prefrontal function: A prospective longitudinal study / Madeline B. HARMS in Development and Psychopathology, 29-5 (December 2017)
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Titre : Early life stress, FK506 binding protein 5 gene (FKBP5) methylation, and inhibition-related prefrontal function: A prospective longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Madeline B. HARMS, Auteur ; Rasmus BIRN, Auteur ; Nadine PROVENCAL, Auteur ; Tobias WIECHMANN, Auteur ; Elisabeth B. BINDER, Auteur ; Sebastian W. GIAKAS, Auteur ; Barbara J. ROEBER, Auteur ; Seth D. POLLAK, Auteur Article en page(s) : p.1895-1903 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals who have experienced high levels of childhood stress are at increased risk for a wide range of behavioral problems that persist into adulthood, yet the neurobiological and molecular mechanisms underlying these associations remain poorly understood. Many of the difficulties observed in stress-exposed children involve problems with learning and inhibitory control. This experiment was designed to test individuals' ability to learn to inhibit responding during a laboratory task. To do so, we measured stress exposure among a community sample of school-aged children, and then followed these children for a decade. Those from the highest and lowest quintiles of childhood stress exposure were invited to return to our laboratory as young adults. At that time, we reassessed their life stress exposure, acquired functional magnetic resonance imaging data during an inhibitory control task, and assayed these individuals' levels of methylation in the FK506 binding protein 5 (FKBP5) gene. We found that individuals who experienced high levels of stress in childhood showed less differentiation in the dorsolateral prefrontal cortex between error and correct trials during inhibition. This effect was associated only with childhood stress exposure and not by current levels of stress in adulthood. In addition, FKBP5 methylation mediated the association between early life stress and inhibition-related prefrontal activity. These findings are discussed in terms of using multiple levels of analyses to understand the ways in which adversity in early development may affect adult behavioral adaptation. En ligne : http://dx.doi.org/10.1017/S095457941700147X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324
in Development and Psychopathology > 29-5 (December 2017) . - p.1895-1903[article] Early life stress, FK506 binding protein 5 gene (FKBP5) methylation, and inhibition-related prefrontal function: A prospective longitudinal study [Texte imprimé et/ou numérique] / Madeline B. HARMS, Auteur ; Rasmus BIRN, Auteur ; Nadine PROVENCAL, Auteur ; Tobias WIECHMANN, Auteur ; Elisabeth B. BINDER, Auteur ; Sebastian W. GIAKAS, Auteur ; Barbara J. ROEBER, Auteur ; Seth D. POLLAK, Auteur . - p.1895-1903.
Langues : Anglais (eng)
in Development and Psychopathology > 29-5 (December 2017) . - p.1895-1903
Index. décimale : PER Périodiques Résumé : Individuals who have experienced high levels of childhood stress are at increased risk for a wide range of behavioral problems that persist into adulthood, yet the neurobiological and molecular mechanisms underlying these associations remain poorly understood. Many of the difficulties observed in stress-exposed children involve problems with learning and inhibitory control. This experiment was designed to test individuals' ability to learn to inhibit responding during a laboratory task. To do so, we measured stress exposure among a community sample of school-aged children, and then followed these children for a decade. Those from the highest and lowest quintiles of childhood stress exposure were invited to return to our laboratory as young adults. At that time, we reassessed their life stress exposure, acquired functional magnetic resonance imaging data during an inhibitory control task, and assayed these individuals' levels of methylation in the FK506 binding protein 5 (FKBP5) gene. We found that individuals who experienced high levels of stress in childhood showed less differentiation in the dorsolateral prefrontal cortex between error and correct trials during inhibition. This effect was associated only with childhood stress exposure and not by current levels of stress in adulthood. In addition, FKBP5 methylation mediated the association between early life stress and inhibition-related prefrontal activity. These findings are discussed in terms of using multiple levels of analyses to understand the ways in which adversity in early development may affect adult behavioral adaptation. En ligne : http://dx.doi.org/10.1017/S095457941700147X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324