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Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable

Theoretical and empirical accounts suggest that adolescence is associated with heightened reward learning and impulsivity. Experimental tasks and computational models that can dissociate reward learning from the tendency to initiate actions impulsively (action initiation bias) are thus critical to c...

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Autores principales: Pauli, Ruth, Brazil, Inti A., Kohls, Gregor, Klein-Flügge, Miriam C., Rogers, Jack C., Dikeos, Dimitris, Dochnal, Roberta, Fairchild, Graeme, Fernández-Rivas, Aranzazu, Herpertz-Dahlmann, Beate, Hervas, Amaia, Konrad, Kerstin, Popma, Arne, Stadler, Christina, Freitag, Christine M., De Brito, Stephane A., Lockwood, Patricia L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10502052/
https://www.ncbi.nlm.nih.gov/pubmed/37709750
http://dx.doi.org/10.1038/s41467-023-41124-w
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author Pauli, Ruth
Brazil, Inti A.
Kohls, Gregor
Klein-Flügge, Miriam C.
Rogers, Jack C.
Dikeos, Dimitris
Dochnal, Roberta
Fairchild, Graeme
Fernández-Rivas, Aranzazu
Herpertz-Dahlmann, Beate
Hervas, Amaia
Konrad, Kerstin
Popma, Arne
Stadler, Christina
Freitag, Christine M.
De Brito, Stephane A.
Lockwood, Patricia L.
author_facet Pauli, Ruth
Brazil, Inti A.
Kohls, Gregor
Klein-Flügge, Miriam C.
Rogers, Jack C.
Dikeos, Dimitris
Dochnal, Roberta
Fairchild, Graeme
Fernández-Rivas, Aranzazu
Herpertz-Dahlmann, Beate
Hervas, Amaia
Konrad, Kerstin
Popma, Arne
Stadler, Christina
Freitag, Christine M.
De Brito, Stephane A.
Lockwood, Patricia L.
author_sort Pauli, Ruth
collection PubMed
description Theoretical and empirical accounts suggest that adolescence is associated with heightened reward learning and impulsivity. Experimental tasks and computational models that can dissociate reward learning from the tendency to initiate actions impulsively (action initiation bias) are thus critical to characterise the mechanisms that drive developmental differences. However, existing work has rarely quantified both learning ability and action initiation, or it has relied on small samples. Here, using computational modelling of a learning task collected from a large sample (N = 742, 9-18 years, 11 countries), we test differences in reward and punishment learning and action initiation from childhood to adolescence. Computational modelling reveals that whilst punishment learning rates increase with age, reward learning remains stable. In parallel, action initiation biases decrease with age. Results are similar when considering pubertal stage instead of chronological age. We conclude that heightened reward responsivity in adolescence can reflect differences in action initiation rather than enhanced reward learning.
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spelling pubmed-105020522023-09-16 Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable Pauli, Ruth Brazil, Inti A. Kohls, Gregor Klein-Flügge, Miriam C. Rogers, Jack C. Dikeos, Dimitris Dochnal, Roberta Fairchild, Graeme Fernández-Rivas, Aranzazu Herpertz-Dahlmann, Beate Hervas, Amaia Konrad, Kerstin Popma, Arne Stadler, Christina Freitag, Christine M. De Brito, Stephane A. Lockwood, Patricia L. Nat Commun Article Theoretical and empirical accounts suggest that adolescence is associated with heightened reward learning and impulsivity. Experimental tasks and computational models that can dissociate reward learning from the tendency to initiate actions impulsively (action initiation bias) are thus critical to characterise the mechanisms that drive developmental differences. However, existing work has rarely quantified both learning ability and action initiation, or it has relied on small samples. Here, using computational modelling of a learning task collected from a large sample (N = 742, 9-18 years, 11 countries), we test differences in reward and punishment learning and action initiation from childhood to adolescence. Computational modelling reveals that whilst punishment learning rates increase with age, reward learning remains stable. In parallel, action initiation biases decrease with age. Results are similar when considering pubertal stage instead of chronological age. We conclude that heightened reward responsivity in adolescence can reflect differences in action initiation rather than enhanced reward learning. Nature Publishing Group UK 2023-09-14 /pmc/articles/PMC10502052/ /pubmed/37709750 http://dx.doi.org/10.1038/s41467-023-41124-w Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Pauli, Ruth
Brazil, Inti A.
Kohls, Gregor
Klein-Flügge, Miriam C.
Rogers, Jack C.
Dikeos, Dimitris
Dochnal, Roberta
Fairchild, Graeme
Fernández-Rivas, Aranzazu
Herpertz-Dahlmann, Beate
Hervas, Amaia
Konrad, Kerstin
Popma, Arne
Stadler, Christina
Freitag, Christine M.
De Brito, Stephane A.
Lockwood, Patricia L.
Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title_full Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title_fullStr Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title_full_unstemmed Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title_short Action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
title_sort action initiation and punishment learning differ from childhood to adolescence while reward learning remains stable
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10502052/
https://www.ncbi.nlm.nih.gov/pubmed/37709750
http://dx.doi.org/10.1038/s41467-023-41124-w
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