l-DOPA and oxytocin influence the neurocomputational mechanisms of self-benefitting and prosocial reinforcement learning.

Humans learn through reinforcement, particularly when outcomes are unexpected. Recent research suggests similar mechanisms drive how we learn to benefit other people, that is, how we learn to be prosocial. Yet the neurochemical mechanisms underlying such prosocial computations remain poorly understood. Here, we investigated whether pharmacological manipulation of oxytocin and dopamine influence the neurocomputational mechanisms underlying self-benefitting and prosocial reinforcement learning. Using a double-blind placebo-controlled cross-over design, we administered intranasal oxytocin (24 IU), dopamine precursor l-DOPA (100 mg + 25 mg carbidopa), or placebo over three sessions. Participants performed a probabilistic reinforcement learning task with potential rewards for themselves, another participant, or no one, during functional magnetic resonance imaging. Computational models of reinforcement learning were used to calculate prediction errors (PEs) and learning rates. Participants behavior was best explained by a model with different learning rates for each recipient, but these were unaffected by either drug. On the neural level, however, both drugs blunted PE signaling in the ventral striatum and led to negative signaling of PEs in the anterior mid-cingulate cortex, dorsolateral prefrontal cortex, inferior parietal gyrus, and precentral gyrus, compared to placebo, and regardless of recipient. Oxytocin (versus placebo) administration was additionally associated with opposing tracking of self-benefitting versus prosocial PEs in dorsal anterior cingulate cortex, insula and superior temporal gyrus. These findings suggest that both l-DOPA and oxytocin induce a context-independent shift from positive towards negative tracking of PEs during learning. Moreover, oxytocin may have opposing effects on PE signaling when learning to benefit oneself versus another.

Expecting the unexpected: a review of learning under uncertainty across development.

Many of our decisions take place under uncertainty. To successfully navigate the environment, individuals need to estimate the degree of uncertainty and adapt their behaviors accordingly by learning from experiences. However, uncertainty is a broad construct and distinct types of uncertainty may differentially influence our learning. We provide a semi-systematic review to illustrate cognitive and neurobiological processes involved in learning under two types of uncertainty: learning in environments with stochastic outcomes, and with volatile outcomes. We specifically reviewed studies (N = 26 studies) that included an adolescent population, because adolescence is a period in life characterized by heightened exploration and learning, as well as heightened uncertainty due to experiencing many new, often social, environments. Until now, reviews have not comprehensively compared learning under distinct types of uncertainties in this age range. Our main findings show that although the overall developmental patterns were mixed, most studies indicate that learning from stochastic outcomes, as indicated by increased accuracy in performance, improved with age. We also found that adolescents tended to have an advantage compared with adults and children when learning from volatile outcomes. We discuss potential mechanisms explaining these age-related differences and conclude by outlining future research directions.

Prevention is better than cure: effects of errors on memory performance during spatial learning in healthy aging.

BACKGROUND: Healthy aging is accompanied by a decline in learning ability and memory capacity. One widely-studied method to improve learning outcome is by reducing the occurrence of errors during learning (errorless learning; EL). However, there is also evidence that committing errors during learning (trial-and-error learning; TEL) may benefit memory performance. We argue that these inconsistent findings could be driven by a lack of control over the error frequency in traditional EL and TEL paradigms. AIM: This study employed a spatial learning task to study EL and TEL and to determine the impact of error frequency on memory recall in healthy older adults (OA; N = 68) and young adults (YA; N = 60). METHOD: Four groups of participants (YA-EL, YA-TEL, OA-EL, OA-TEL) were instructed to first place and memorize the locations of everyday objects in a chest of drawers presented on a computer screen, and in whom memory recall performance was later tested. In the TEL condition, the amount of errors made before the correct drawer was 'found' was predetermined, varying from 0 to 5. During the EL condition, every first attempt was correct (i.e., no errors were made). RESULTS: We found better overall performance in YA compared to OA and a beneficial effect of EL in both age groups. However, the amount of errors committed during learning did not influence accuracy of memory recall. CONCLUSION: Our results indicate that elimination of errors during learning can benefit memory performance in both YA and OA compared to TEL.

Enhanced error-related brain activations for mistakes that harm others: ERP evidence from a novel social performance-monitoring paradigm.

Our mistakes often have negative consequences for ourselves, but may also harm the people around us. Continuous monitoring of our performance is therefore crucial for both our own and others' well-being. Here, we investigated how modulations in responsibility for other's harm affects electrophysiological correlates of performance-monitoring, viz. the error-related negativity (ERN) and error positivity (Pe). Healthy participants (N = 27) performed a novel social performance-monitoring paradigm in two responsibility contexts. Mistakes made in the harmful context resulted in a negative consequence for a co-actor, i.e., hearing a loud aversive sound, while errors in the non-harmful context were followed by a soft non-aversive sound. Although participants themselves did not receive auditory feedback in either context, they did experience harmful mistakes as more distressing and reported higher effort to perform well in the harmful context. ERN amplitudes were enhanced for harmful compared to non-harmful mistakes. Pe amplitudes were unaffected. The present study shows that performing in a potentially harmful social context amplifies early automatic performance-monitoring processes and increases the impact of the resulting harmful mistakes. These outcomes not only further our theoretical knowledge of social performance monitoring, but also demonstrate a novel and useful paradigm to investigate aberrant responsibility attitudes in various clinical populations.

Processing of performance errors predicts memory formation: Enhanced feedback-related negativities for corrected versus repeated errors in an associative learning paradigm.

Learning from errors or negative feedback is crucial for adaptive behavior. FMRI studies have demonstrated enhanced anterior cingulate cortex activity for errors that were later corrected versus repeated errors even when a substantial delay between the error and the opportunity to correct was introduced. We aimed at identifying the electrophysiological correlates of these processes by investigating the feedback-related negativity (FRN) and stimulus-locked P3. Participants had to learn and recall the location of 2-digit targets over consecutive rounds. Feedback was provided in two steps, first a color change indicated a correct or incorrect response (feedback phase) followed by presentation of the correct digit information (re-encoding phase). Behaviorally, participants improved performance from the first to the third round. FRN amplitudes time-locked to feedback were enhanced for corrected compared to repeated errors. The P3 in response to re-encoding did not differ between the two error types. The finding that FRN amplitudes positively predicted memory performance is consistent with the idea that the FRN reflects prediction errors and the need for enhanced cognitive control. Interestingly, this happens early during feedback processing and not at a later time point when re-encoding of correct information takes place. The prediction error signal reflected in the FRN is usually elicited by performance errors, but may thus also play a role in preparing/optimizing the system for memory formation. This supports the existence of a close link between action control and memory processes even when there is a substantial delay between error feedback and the opportunity to correct the error.

The impact of error frequency on errorless and errorful learning of object locations using a novel paradigm.

Errorless learning (EL) is an approach in which errors are eliminated or reduced as much as possible while learning of new information or skills. In contrast, during trial-and-error - or errorful - learning (TEL) errors are not reduced and are often even promoted. There is a complex and conflicting pattern of evidence whether EL or TEL may result in better memory performance. One major confound in the extant literature is that most EL studies have not controlled for the number of errors made during TEL, resulting in a large variability in the amount of errors committed. This variability likely explains why studies on the cognitive underpinnings of EL and TEL have produced mixed findings. In this study, a novel object-location learning task was employed to examine EL and TEL in 30 healthy young adults. The number of errors was systematically manipulated, allowing us to investigate the impact of frequency of errors on learning outcome. The results showed that recall from memory was significantly better during EL. However, the number of errors made during TEL did not influence the performance in young adults. Altogether, our novel paradigm is promising for measuring EL and TEL, allowing for more accurate analyses to understand the impact of error frequency on a person's learning ability and style.

Acute effects of cocaine and cannabis on response inhibition in humans: an ERP investigation.

Substance abuse has often been associated with alterations in response inhibition in humans. Not much research has examined how the acute effects of drugs modify the neurophysiological correlates of response inhibition, or how these effects interact with individual variation in trait levels of impulsivity and novelty seeking. This study investigated the effects of cocaine and cannabis on behavioural and event-related potential (ERP) correlates of response inhibition in 38 healthy drug using volunteers. A double-blind placebo-controlled randomized three-way crossover design was used. All subjects completed a standard Go/NoGo task after administration of the drugs. Compared with a placebo, cocaine yielded improved accuracy, quicker reaction times and an increased prefrontal NoGo-P3 ERP. Cannabis produced opposing results; slower reaction times, impaired accuracy and a reduction in the amplitude of the prefrontal NoGo-P3. Cannabis in addition decreased the amplitude of the parietally recorded P3, while cocaine did not affect this. Neither drugs specifically affected the N2 component, suggesting that pre-motor response inhibitory processes remain unaffected. Neither trait impulsivity nor novelty seeking interacted with drug-induced effects on measures of response inhibition. We conclude that acute drug effects on response inhibition seem to be specific to the later, evaluative stages of response inhibition. The acute effects of cannabis appeared less specific to response inhibition than those of cocaine. Together, the results show that the behavioural effects on response inhibition are reflected in electrophysiological correlates. This study did not support a substantial role of vulnerability personality traits in the acute intoxication stage.

Neural correlates of feedback processing in toddlers.

External feedback provides essential information for successful learning. Feedback is especially important for learning in early childhood, as toddlers strongly rely on external signals to determine the consequences of their actions. In adults, many electrophysiological studies have elucidated feedback processes using a neural marker called the feedback-related negativity (FRN). The neural generator of the FRN is assumed to be the ACC, located in medial frontal cortex. As frontal brain regions are the latest to mature during brain development, it is unclear when in early childhood a functional feedback system develops. Is feedback differentiated on a neural level in toddlers and in how far is neural feedback processing related to children's behavioral adjustment? In an EEG experiment, we addressed these questions by measuring the brain activity and behavioral performance of 2.5-year-old toddlers while they played a feedback-guided game on a touchscreen. Electrophysiological results show differential brain activity for feedback with a more negative deflection for incorrect than correct outcomes, resembling the adult FRN. This provides the first neural evidence for feedback processing in toddlers. Notably, FRN amplitudes were predictive of adaptive behavior: the stronger the differential brain activity for feedback, the better the toddlers' adaptive performance during the game. Thus, already in early childhood toddlers' feedback-guided performance directly relates to the functionality of their neural feedback processing. Implications for early feedback-based learning as well as structural and functional brain development are discussed.

Electrophysiological (EEG) evidence for reduced performance monitoring in euthymic bipolar disorder.

OBJECTIVES: Apart from mood episodes, many cognitive deficits are present in bipolar disorder (BD). Performance monitoring is an important aspect of executive functioning and involves continuous monitoring of behavior and making subsequent changes when an error is made. On a neurophysiological level, the error-related negativity (ERN), an event-related brain potential (ERP) generated in the anterior cingulate cortex (ACC), reflects this process of performance monitoring. Abnormal ERN amplitudes have been observed in many major psychiatric disorders. However, despite conflicting evidence regarding the role of the ACC in BD, no studies to date have investigated performance monitoring as reflected in the ERN in BD. METHODS: Sixteen patients with BD in a euthymic state and 14 matched healthy controls performed a speeded two-choice reaction-time paradigm (Flankers Task) while electroencephalogram (EEG) measures were obtained. Behavioral and ERP measurements were analyzed for the two groups. RESULTS: The patients with BD, although euthymic, scored higher on depressive symptoms than healthy controls. While no behavioral group differences were found, patients with BD displayed lower ERN amplitudes than healthy controls when controlling for effects of residual mood. CONCLUSIONS: The lower ERN amplitudes in the BD group reflect reduced performance monitoring and extend current knowledge of executive functioning in BD. Importantly, these findings go a long way to resolving the contradictory results regarding ACC involvement in BD by showing that taking into account residual mood may greatly influence error-related ACC activations and is critically important in understanding cognitive deficits in BD.

L-DOPA and oxytocin influence the neural correlates of performance monitoring for self and others.

RATIONALE: The ability to monitor the consequences of our actions for others is imperative for flexible and adaptive behavior, and allows us to act in a (pro)social manner. Yet, little is known about the neurochemical mechanisms underlying alterations in (pro)social performance monitoring. OBJECTIVE: The aim of this functional magnetic resonance imaging (fMRI) study was to improve our understanding of the role of dopamine and oxytocin and their potential overlap in the neural mechanisms underlying performance monitoring for own versus others' outcomes. METHOD: Using a double-blind placebo-controlled cross-over design, 30 healthy male volunteers were administered oxytocin (24 international units), the dopamine precursor L-DOPA (100 mg + 25 mg carbidopa), or placebo in three sessions. Participants performed a computerized cannon shooting game in two recipient conditions where mistakes resulted in negative monetary consequences for (1) oneself or (2) an anonymous other participant. RESULTS: Results indicated reduced error-correct differentiation in the ventral striatum after L-DOPA compared to placebo, independent of recipient. Hence, pharmacological manipulation of dopamine via L-DOPA modulated performance-monitoring activity in a brain region associated with reward prediction and processing in a domain-general manner. In contrast, oxytocin modulated the BOLD response in a recipient-specific manner, such that it specifically enhanced activity for errors that affected the other in the pregenual anterior cingulate cortex (pgACC), a region previously implicated in the processing of social rewards and prediction errors. Behaviorally, we also found reduced target sizes-indicative of better performance-after oxytocin, regardless of recipient. Moreover, after oxytocin lower target sizes specifically predicted higher pgACC activity when performing for others. CONCLUSIONS: These different behavioral and neural patterns after oxytocin compared to L-DOPA administration highlight a divergent role of each neurochemical in modulating the neural mechanisms underlying social performance monitoring.

Getting closer to social interactions using electroencephalography in developmental cognitive neuroscience.

The field of developmental cognitive neuroscience is advancing rapidly, with large-scale, population-wide, longitudinal studies emerging as a key means of unraveling the complexity of the developing brain and cognitive processes in children. While numerous neuroscientific techniques like functional magnetic resonance imaging (fMRI), functional near-infrared spectroscopy (fNIRS), magnetoencephalography (MEG), and transcranial magnetic stimulation (TMS) have proved advantageous in such investigations, this perspective proposes a renewed focus on electroencephalography (EEG), leveraging underexplored possibilities of EEG. In addition to its temporal precision, low costs, and ease of application, EEG distinguishes itself with its ability to capture neural activity linked to social interactions in increasingly ecologically valid settings. Specifically, EEG can be measured during social interactions in the lab, hyperscanning can be used to study brain activity in two (or more) people simultaneously, and mobile EEG can be used to measure brain activity in real-life settings. This perspective paper summarizes research in these three areas, making a persuasive argument for the renewed inclusion of EEG into the toolkit of developmental cognitive and social neuroscientists.

Acting on anger: social anxiety modulates approach-avoidance tendencies after oxytocin administration.

Oxytocin attenuates responses to stress and threat (e.g., by fostering social approach in animals), but direct investigations of whether the hormone also facilitates approach-related social behaviors in humans are lacking. To assess approach-avoidance tendencies, we had participants respond to images of happy and angry faces with direct or averted gaze by either pulling a joystick toward themselves (approach) or pushing it away from themselves (avoidance). When given a placebo, participants' action tendencies were typical, with happy faces eliciting approach responses and angry faces eliciting avoidance responses. However, 24 IU of oxytocin moderated these tendencies, with the inclination to approach angry faces with direct gaze being negatively related to social anxiety. The results demonstrate that oxytocin facilitates approach in humans in response to social threat, which verifies its anxiolytic potential. Moreover, they underscore the moderating role of dispositional factors reported in endocrine research and their therapeutic implications.

Hypersociability in the behavioral phenotype of 17q21.31 microdeletion syndrome.

The 17q21.31 microdeletion syndrome with its characteristic features including developmental delay, moderate intellectual disability, facial dysmorphisms, and anomalies of the brain and multiple organ systems was recently described. As to its behavioral profile, scarce data from clinical observations have suggested a remarkably amiable, friendly disposition, to some extent comparable to that observed in Angelman and Williams syndromes. The present study focuses on the various aspects of neurocognitive functioning, particularly social cognition, in patients with 17q21.31 microdeletion syndrome. Neuropsychological assessment was performed in three out of the four known Dutch patients with a genetically proven 17q21.31 microdeletion syndrome. Apart from developmental age, cognition and social-emotional functioning was extensively assessed. In addition, data of three intellectually disabled physically healthy reference subjects, recruited from a small outpatient sample, were included. The general cognitive profile of all subjects was in accordance with their lowered intellectual capacities, albeit that in patients with the 17q21.31 microdeletion, a relatively strong memory for social-contextual information was found. Basic emotion perception was intact, but patients with the 17q21.31 microdeletion syndrome showed less social fear and more approaching behavior. Interestingly, alexithymic traits, that is marked difficulties in the recognition and expression of emotions, were more prevalent in reference subjects. Despite the methodological limitations characteristic for research in people with intellectual disabilities, with a neuropsychological assessment strategy, in three patients with 17q21.31 microdeletion syndrome, preliminary evidence for hypersocial behavior with a high level of frustration tolerance was found that may be implicated in its behavioral phenotype.

Reversal deficits in individuals with psychopathy in explicit but not implicit learning conditions.

BACKGROUND: Psychopathy is a severe personality disorder that has been linked to impaired behavioural adaptation during reinforcement learning. Recent electrophysiological studies have suggested that psychopathy is related to impairments in intentionally using information relevant for adapting behaviour, whereas these impairments remain absent for behaviour relying on automatic use of information. We sought to investigate whether previously found impairments in response reversal in individuals with psychopathy also follow this dichotomy. We expected response reversal to be intact when the automatic use of information was facilitated. In contrast, we expected impaired response reversal when intentional use of information was required. METHODS: We included offenders with psychopathy and matched healthy controls in 2 experiments with a probabilistic cued go/no-go reaction time task. The task implicated the learning and reversal of 2 predictive contingencies. In experiment 1, participants were not informed about the inclusion of a learning component, thus making cue-dependent learning automatic/incidental. In experiment 2, the instructions required participants to actively monitor and learn predictive relationships, giving learning a controlled/intentional nature. RESULTS: While there were no significant group differences in acquisition learning in either experiment, the results revealed impaired response reversal in offenders with psychopathy when controlled learning was facilitated. Interestingly, this impairment was absent when automatic learning was predominant. LIMITATIONS: Possible limitations are the use of a nonforensic control group and of self-report measures for drug use. CONCLUSION: Response reversal deficits in individuals with psychopathy are modulated by the context provided by the instructions, according to the distinction between automatic and controlled processing in these individuals.

Neural processing of observed performance-based errors and rewards in the context of friends and unfamiliar peers across adolescence.

Adolescence is characterized by changes in performance monitoring, whereby action outcomes are monitored to subsequently adapt behavior and optimize performance. Observation of performance-based outcomes (i.e., errors and rewards) received by others forms the basis of observational learning. Adolescence is also a period of increasing importance of peers, especially friends, and observing peers forms a crucial aspect of learning in the social context of the classroom. However, to our knowledge, no developmental fMRI studies have examined the neural mechanisms underlying observed performance monitoring of errors and rewards in the context of peers. The current fMRI study investigated the neural correlates of observing performance-based errors and rewards of peers in adolescents aged 9-16 years (N = 80). In the scanner, participants observed either their best friend or an unfamiliar peer play a shooting game resulting in performance-dependent rewards (based on hits) or losses (based on misses, i. e, errors), where outcomes affected both the player and the observing participant. Findings showed higher activation in the bilateral striatum and bilateral anterior insula when adolescents observed peers (i.e., best friend and unfamiliar peer) receive performance-based rewards compared to losses. This might reflect the heightened salience of observed reward processing in the peer context in adolescence. Our results further revealed lower activation in the left temporoparietal junction (TPJ) while adolescents observed the performance-based outcomes (rewards and losses) for their best friend than for an unfamiliar peer. Considering that observation of others' performance-based errors and rewards forms the basis of observational learning, this study provides a crucial first step in understanding and potentially improving adolescent observational learning in the peer context.

How a co-actor's task affects monitoring of own errors: evidence from a social event-related potential study.

Efficient flexible behavior requires continuous monitoring of performance for possible deviations from the intended goal of an action. This also holds for joint action. When jointly performing a task, one needs to not only know the other's goals and intentions but also generate behavioral adjustments that are dependent on the other person's task. Previous studies have shown that in joint action people not only represent their own task but also the task of their co-actor. The current study investigated whether these so-called shared representations affect error monitoring as reflected in the response-locked error-related negativity (Ne/ERN) following own errors. Sixteen pairs of participants performed a social go/no-go task, while EEG and behavioral data were obtained. Responses were compatible or incompatible relative to the go/no-go action of the co-actor. Erroneous responses on no-go stimuli were examined. The results demonstrated increased Ne/ERN amplitudes and longer reaction times following errors on compatible compared to incompatible no-go stimuli. Thus, Ne/ERNs were larger after errors on trials that did not require a response from the co-actor either compared to errors on trials that did require a response from the co-actor. As the task of the other person is the only difference between these two types of errors, these findings show that people also represent their co-actor's task during error monitoring in joint action. An extension of existing models on performance monitoring in individual action is put forward to explain the current findings in joint action. Importantly, we propose that inclusion of a co-actor's task in performance monitoring may facilitate adaptive behavior in social interactions enabling fast anticipatory and corrective actions.

When errors are rewarding.

For social beings like humans, detecting one's own and others' errors is essential for efficient goal-directed behavior. Although one's own errors are always negative events, errors from other persons may be negative or positive depending on the social context. We used neuroimaging to disentangle brain activations related to error and reward processing, by manipulating the social context (cooperation or competition). Activation in posterior medial frontal cortex (pMFC) was increased for all errors, independent of who made the error or the reward outcome. Conversely, activity in striatum was modulated by reward, independent of whether the action was erroneous or not. The results demonstrate a clear distinction between error and reward processing in the human brain. Importantly, the current study indicates that error detection in pMFC is independent of reward and generalizes beyond our own actions, highlighting its role in optimizing performance in both individual and joint action.

The impact of perfectionism and anxiety traits on action monitoring in major depressive disorder.

Perfectionism and anxiety features are involved in the clinical presentation and neurobiology of major depressive disorder (MDD). In MDD, cognitive control mechanisms such as action monitoring can adequately be investigated applying electrophysiological registrations of the error-related negativity (ERN) and error positivity (Pe). It is also known that traits of perfectionism and anxiety influence ERN amplitudes in healthy subjects. The current study explores the impact of perfectionism and anxiety traits on action monitoring in MDD. A total of 39 MDD patients performed a flankers task during an event-related potential (ERP) session and completed the multidimensional perfectionism scale (MPS) with its concern over mistakes (CM) and doubt about actions (DA) subscales and the trait form of the State Trait Anxiety Inventory. Multiple regression analyses with stepwise backward elimination revealed MPS-DA to be a significant predictor (R (2):0.22) for the ERN outcomes, and overall MPS (R (2):0.13) and MPS-CM scores (R (2):0.18) to have significant predictive value for the Pe amplitudes. Anxiety traits did not have a predictive capacity for the ERPs. MPS-DA clearly affected the ERN, and overall MPS and MPS-CM influenced the Pe, whereas no predictive capacity was found for anxiety traits. The manifest impact of perfectionism on patients' error-related ERPs may contribute to our understanding of the action-monitoring process and the functional significance of the Pe in MDD. The divergent findings for perfectionism and anxiety features also indicate that the wide range of various affective personality styles might exert a different effect on action monitoring in MDD, awaiting further investigation.

Social Cognition and Obsessive-Compulsive Disorder: A Review of Subdomains of Social Functioning.

Disturbances in social cognitive processes such as the ability to infer others' mental states importantly contribute to social and functional impairments in psychiatric disorders. Yet, despite established social, emotional, and cognitive problems, the role of social cognition in obsessive-compulsive disorder is largely overlooked. The current review provides a first comprehensive overview of social (neuro)cognitive disturbances in adult patients with obsessive-compulsive disorder. Results of our review indicate various social cognitive alterations. Patients with obsessive-compulsive disorder show deficits in the recognition of affective social cues, specifically facial expressions of disgust, and more general deficits in theory of mind/mentalizing. Additionally, patients show heightened affective reactions and altered neural responding to emotions of self and others, as well as poor emotion regulation skills, which may contribute to poor social functioning of patients. However, the discrepancies in findings and scarcity of studies make it difficult to draw firm conclusions with regard to the specificity of social cognitive disturbances. The review offers directions for future research and highlights the need to investigate obsessive-compulsive disorder from an interactive social neurocognitive perspective in addition to the prevalent passive spectator perspective to advance our understanding of this intricate and burdensome disorder.

Self-centered or other-directed: Neural correlates of performance monitoring are dependent on psychopathic traits and social context.

Performing in a social context can result in negative feelings when our actions harm another person, but it can also lead to positive feelings when observing an opponent fail. The extent to which individuals scoring high on psychopathic traits, often characterized as self-centered with reduced concern for others' welfare, are sensitive to own and others' success and failure is yet unknown. However, knowledge about these processes is crucial for comprehending how these traits are involved in understanding ourselves and others during social interactions. In this functional magnetic resonance imaging (fMRI) study, healthy females scoring low or high on psychopathic traits performed a cannon-shooting game in non-social, cooperative, and competitive contexts. We hypothesized group differences regarding: (1) monitoring of own actions in a non-social context (errors that only negatively affect oneself) versus cooperative context (errors that also harm others), (2) successfully performing with either positive (shared gain) or negative consequences (selfish gain) for the co-player, and (3) observing other's performance leading to shared or selfish gain for oneself. Decreased performance-monitoring-related activations were found in posterior medial frontal cortex for females scoring high on psychopathic traits in the social versus non-social context. When observing others, striatal activations were stronger for selfish gains for high scorers and for shared gains for low scorers. The current outcomes demonstrate that performance-monitoring and reward-related brain activations importantly depend on the interplay between psychopathic traits and social context. We propose that these neural mechanisms may underlie the more self-centered behavior of individuals scoring high on psychopathic traits. As such, the current findings may open up new research avenues, which could advance our understanding of how personality traits impact performance monitoring in a wide variety of social contexts and could possibly lead to the development of interventions aimed at normalizing reduced concern for others.