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Brassard SL, Liu H, Dosanjh J, MacKillop J, Balodis I. Neurobiological foundations and clinical relevance of effort-based decision-making. Brain Imaging Behav 2024:10.1007/s11682-024-00890-x. [PMID: 38819540 DOI: 10.1007/s11682-024-00890-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/28/2024] [Indexed: 06/01/2024]
Abstract
Applying effort-based decision-making tasks provides insights into specific variables influencing choice behaviors. The current review summarizes the structural and functional neuroanatomy of effort-based decision-making. Across 39 examined studies, the review highlights the ventromedial prefrontal cortex in forming reward-based predictions, the ventral striatum encoding expected subjective values driven by reward size, the dorsal anterior cingulate cortex for monitoring choices to maximize rewards, and specific motor areas preparing for effort expenditure. Neuromodulation techniques, along with shifting environmental and internal states, are promising novel treatment interventions for altering neural alterations underlying decision-making. Our review further articulates the translational promise of this construct into the development, maintenance and treatment of psychiatric conditions, particularly those characterized by reward-, effort- and valuation-related deficits.
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Affiliation(s)
- Sarah L Brassard
- Neuroscience Graduate Program, McMaster University, Hamilton, ON, Canada
- Peter Boris Center for Addictions Research, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Department of Psychiatry and Behavioural Neuroscience, McMaster University, Hamilton, ON, Canada
| | - Hanson Liu
- Peter Boris Center for Addictions Research, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Jadyn Dosanjh
- Peter Boris Center for Addictions Research, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - James MacKillop
- Peter Boris Center for Addictions Research, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Department of Psychiatry and Behavioural Neuroscience, McMaster University, Hamilton, ON, Canada
- Michael G. DeGroote Centre for Medicinal Cannabis Research, Hamilton, ON, Canada
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Iris Balodis
- Peter Boris Center for Addictions Research, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada.
- Department of Psychiatry and Behavioural Neuroscience, McMaster University, Hamilton, ON, Canada.
- Michael G. DeGroote Centre for Medicinal Cannabis Research, Hamilton, ON, Canada.
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2
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Sijtsma H, Lee NC, Braams BR, Hollarek M, Walsh RJ, van Buuren M, Krabbendam L. The development of adolescent trust behavior. J Exp Child Psychol 2023; 231:105653. [PMID: 36848696 DOI: 10.1016/j.jecp.2023.105653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 02/03/2023] [Accepted: 02/04/2023] [Indexed: 02/27/2023]
Abstract
Interpersonal trust shows developmental changes during adolescence. The current study used a longitudinal design to examine the development of trust behavior, the presence of gender differences in these developmental trajectories, and the association between individual differences in these developmental trajectories and perspective-taking abilities. The participants played a trust game with a hypothetical trustworthy partner and a trust game with a hypothetical untrustworthy partner in 3 consecutive years (Mage = 12.55 years, Mage = 13.54 years, and Mage = 14.54 years). Concerning the development of trust behavior, the results showed an age-related increase in initial trust behavior and indicated increasingly adaptive trust behavior with age during untrustworthy interactions, whereas no evidence was found for age-related changes in the adaptation of trust during trustworthy interactions. Gender differences were found for the development of initial trust behavior (with boys showing a stronger increase with age than girls), whereas no support was found for the presence of gender differences in the developmental trajectories of adaptive trust behavior during trustworthy and untrustworthy interactions. Furthermore, no evidence was found for perspective-taking abilities to explain individual differences in the development of initial trust behavior or in the development of adaptive trust behavior during trustworthy and untrustworthy interactions. The results provide evidence that, during adolescence initial trust behavior increased with age, more for boys than for girls, and that both boys and girls showed a stronger adaptive response to the untrustworthy partner but not to the trustworthy partner.
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Affiliation(s)
- H Sijtsma
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - N C Lee
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - B R Braams
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - M Hollarek
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - R J Walsh
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - M van Buuren
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
| | - L Krabbendam
- Section of Clinical Developmental Psychology (Faculty of Behavioral and Movement Sciences), Research Institute LEARN!, Institute for Brain and Behavior, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
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3
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Rodman AM, Powers KE, Kastman EK, Kabotyanski KE, Stark AM, Mair P, Somerville LH. Physical Effort Exertion for Peer Feedback Reveals Evolving Social Motivations From Adolescence to Young Adulthood. Psychol Sci 2023; 34:60-74. [PMID: 36283029 PMCID: PMC9982232 DOI: 10.1177/09567976221121351] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Accepted: 07/27/2022] [Indexed: 01/20/2023] Open
Abstract
Peer relationships and social belonging are particularly important during adolescence. Using a willingness-to-work paradigm to quantify incentive motivation, we examined whether evaluative information holds unique value for adolescents. Participants (N = 102; 12-23 years old) rated peers, predicted how peers rated them, and exerted physical effort to view each peer's rating. We measured grip force, speed, and opt-out behavior to examine the motivational value of peer feedback, relative to money in a control condition, and to assess how peer desirability and participants' expectations modulated motivated effort across age. Overall, when compared with adolescents, adults were relatively less motivated for feedback than money. Whereas adults exerted less force and speed for feedback when expecting rejection, adolescents exerted greater force and speed when expecting to be more strongly liked or disliked. These findings suggest that the transition into adulthood is accompanied by a self-protective focus, whereas adolescents are motivated to consume highly informative feedback, even if negative.
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Affiliation(s)
| | | | - Erik K. Kastman
- Department of Psychology and Center for Brain
Science, Harvard University
| | | | - Abigail M. Stark
- Department of Psychology and Center for Brain
Science, Harvard University
| | - Patrick Mair
- Department of Psychology and Center for Brain
Science, Harvard University
| | - Leah H. Somerville
- Department of Psychology and Center for Brain
Science, Harvard University
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Schwab JF, Somerville LH. Raising the Stakes for Online Learning: Monetary Incentives Increase Performance in a Computer-Based Learning Task Under Certain Conditions. Front Psychol 2022; 13:780301. [PMID: 35602677 PMCID: PMC9119014 DOI: 10.3389/fpsyg.2022.780301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 04/06/2022] [Indexed: 11/22/2022] Open
Abstract
To what extent can external incentives influence students’ effort and learning in online course contexts? While cognitive science research has found that monetary incentives can increase goal-directed cognitive effort in certain laboratory tasks, attempts to use monetary incentives to increase students’ academic performance in naturalistic settings has shown mixed results. In two experiments, we tested the influence of a monetary incentive (compared to no external incentive) on immediate and delayed tests of computer-based educational performance (i.e., learning from educational videos). In Experiment 1, participants were assigned to (1) receive monetary incentives for correct quiz responses, or (2) receive no additional incentive for correct responses other than finding out their score, and we found no significant difference in total score across groups (on either immediate or delayed tests of learning). In Experiment 2, we used a within-subjects design to test whether participants performed better when they were provided monetary incentives for correct responses on quiz questions (compared to no external incentive). Here, participants performed significantly better on incentivized quiz questions (on both immediate and delayed tests of learning). Thus, monetary incentives may increase performance in online learning tasks when participants can anchor the “stakes” of an incentive compared to no external incentive. These findings highlight potential benefits of external incentives for promoting effort and learning in online contexts, although further research is needed to determine the most useful educationally-relevant extrinsic incentives, as well as potential negative effects of incentives on long-term intrinsic motivation.
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Affiliation(s)
- Jessica F Schwab
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Leah H Somerville
- Department of Psychology, Harvard University, Cambridge, MA, United States
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Nguyen T, Scholer AA, Miele DB, Edwards MC, Fujita K. Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022. [DOI: 10.1177/19485506221090051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Metamotivation research suggests that people understand the benefits of engaging in high-level versus low-level construal (i.e., orienting toward the abstract, essential versus concrete, idiosyncratic features of events) in goal-directed behavior. The current research examines the psychometric properties of one assessment of this knowledge and tests whether it predicts consequential outcomes (academic performance). Exploratory and confirmatory factor analyses revealed a two-factor structure, whereby knowledge of the benefits of high-level construal (i.e., high-level knowledge) and low-level construal (i.e., low-level knowledge) were distinct constructs. Participants on average evidenced beliefs about the normative benefits of high-level and low-level knowledge that accord with published research. Critically, individual differences in high-level and low-level knowledge independently predicted grades, controlling for traditional correlates of grades. These findings suggest metamotivational knowledge may be a key antecedent to goal success and lead to novel diagnostic assessments and interventions.
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Affiliation(s)
- Tina Nguyen
- The Ohio State University, Columbus, OH, USA
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Parr AC, Calabro F, Tervo-Clemmens B, Larsen B, Foran W, Luna B. Contributions of dopamine-related basal ganglia neurophysiology to the developmental effects of incentives on inhibitory control. Dev Cogn Neurosci 2022; 54:101100. [PMID: 35344773 PMCID: PMC8961188 DOI: 10.1016/j.dcn.2022.101100] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Revised: 02/23/2022] [Accepted: 03/16/2022] [Indexed: 01/19/2023] Open
Abstract
Inhibitory control can be less reliable in adolescence, however, in the presence of rewards, adolescents' performance often improves to adult levels. Dopamine is known to play a role in signaling rewards and supporting cognition, but its role in the enhancing effects of reward on adolescent cognition and inhibitory control remains unknown. Here, we assessed the contribution of basal ganglia dopamine-related neurophysiology using longitudinal MR-based assessments of tissue iron in rewarded inhibitory control, using an antisaccade task. In line with prior work, we show that neutral performance improves with age, and incentives enhance performance in adolescents to that of adults. We find that basal ganglia tissue iron is associated with individual differences in the magnitude of this reward boost, which is strongest in those with high levels of tissue iron, predominantly in adolescence. Our results provide novel evidence that basal ganglia neurophysiology supports developmental effects of rewards on cognition, which can inform neurodevelopmental models of the role of dopamine in reward processing during adolescence.
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Affiliation(s)
- Ashley C Parr
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 14213, United States.
| | - Finnegan Calabro
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 14213, United States; Department of Bioengineering, University of Pittsburgh, Pittsburgh, PA 14213, United States
| | | | - Bart Larsen
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, United States
| | - Will Foran
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 14213, United States
| | - Beatriz Luna
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 14213, United States.
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Bolenz F, Eppinger B. Valence bias in metacontrol of decision making in adolescents and young adults. Child Dev 2021; 93:e103-e116. [PMID: 34655226 DOI: 10.1111/cdev.13693] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The development of metacontrol of decision making and its susceptibility to framing effects were investigated in a sample of 201 adolescents and adults in Germany (12-25 years, 111 female, ethnicity not recorded). In a task that dissociates model-free and model-based decision making, outcome magnitude and outcome valence were manipulated. Both adolescents and adults showed metacontrol and metacontrol tended to increase across adolescence. Furthermore, model-based decision making was more pronounced for loss compared to gain frames but there was no evidence that this framing effect differed with age. Thus, the strategic adaptation of decision making continues to develop into young adulthood and for both adolescents and adults, losses increase the motivation to invest cognitive resources into an effortful decision-making strategy.
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Affiliation(s)
- Florian Bolenz
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Center for Adaptive Rationality, Max Planck Institute for Human Development, Berlin, Germany.,Cluster of Excellence "Science of Intelligence", Technische Universität Berlin, Berlin, Germany
| | - Ben Eppinger
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychology, Concordia University, Montreal, Quebec, Canada.,PERFORM centre, Concordia University, Montreal, Quebec, Canada
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Bos DJ, Barnes ED, Silver BM, Ajodan EL, Clark-Whitney E, Scult MA, Power JD, Jones RM. An effort-based social feedback paradigm reveals aversion to popularity in socially anxious participants and increased motivation in adolescents. PLoS One 2021; 16:e0249326. [PMID: 33905429 PMCID: PMC8078767 DOI: 10.1371/journal.pone.0249326] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2020] [Accepted: 03/15/2021] [Indexed: 12/05/2022] Open
Abstract
We created a novel social feedback paradigm to study how motivation for potential social links is influenced in adolescents and adults. 88 participants (42F/46M) created online posts and then expended physical effort to show their posts to other users, who varied in number of followers and probability of positive feedback. We focused on two populations of particular interest from a social feedback perspective: adolescents relative to young adults (13-17 vs 18-24 years of age), and participants with social anxiety symptoms. Individuals with higher self-reported symptoms of social anxiety did not follow the typical pattern of increased effort to obtain social feedback from high status peers. Adolescents were more willing to exert physical effort on the task than young adults. Overall, participants were more likely to exert physical effort for high social status users and for users likely to yield positive feedback, and men were more likely to exert effort than women, findings that parallel prior results in effort-based tasks with financial rather than social rewards. Together the findings suggest social motivation is malleable, driven by factors of social status and the likelihood of a positive social outcome, and that age, sex, and social anxiety significantly impact patterns of socially motivated decision-making.
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Affiliation(s)
- Dienke J. Bos
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
- Department of Psychiatry, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Emily D. Barnes
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Benjamin M. Silver
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Eliana L. Ajodan
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Elysha Clark-Whitney
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Matthew A. Scult
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Jonathan D. Power
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
| | - Rebecca M. Jones
- Department of Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, United States of America
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