Neural correlates of emotional reactivity and regulation in youth with and without anxiety.

BACKGROUND: Youth with anxiety disorders struggle with managing emotions relative to peers, but the neural basis of this difference has not been examined. METHODS: Youth (Mage = 13.6; range = 8-17) with (n = 37) and without (n = 24) anxiety disorders completed a cognitive reappraisal task while undergoing functional magnetic resonance imaging. Emotional reactivity and regulation, functional activation, and beta-series connectivity were compared across groups. RESULTS: Groups did not differ on emotional reactivity or regulation. However, fronto-limbic activation after viewing aversive imagery with and without regulation, as well as affect ratings without regulation, were higher for anxious youth. Neither group demonstrated age-related changes in regulation, though anxious youth became less reactive with age. Stronger amygdala-ventromedial prefrontal cortex connectivity related to greater anxiety in control youth, but less anxiety in anxious youth. CONCLUSION: Anxious youth regulated when instructed, but regulation ability did not relate to age. Viewing aversive imagery related to heightened fronto-limbic activation even after reappraisal. Emotion dysregulation in youth anxiety disorders may stem from heightened emotionality and potent bottom-up neurobiological responses to aversive stimuli. Findings suggest the importance of treatments focused on both reducing initial emotional reactivity and bolstering regulatory capacity.

Frontostriatal development and probabilistic reinforcement learning during adolescence.

Adolescence has traditionally been viewed as a period of vulnerability to increased risk-taking and adverse outcomes, which have been linked to neurobiological maturation of the frontostriatal reward system. However, growing research on the role of developmental changes in the adolescent frontostriatal system in facilitating learning will provide a more nuanced view of adolescence. In this review, we discuss the implications of existing research on this topic for learning during adolescence, and suggest that the very neural changes that render adolescents vulnerable to social pressure and risky decision making may also stand to play a role in scaffolding the ability to learn from rewards and from performance-related feedback.

Effects of intrinsic motivation on feedback processing during learning.

Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory.

Neurobiological responses in the adolescent striatum to being 'tested'.

While emerging research implicates the striatum in adolescents' ability to learn from feedback, little is known about how motivational contexts, such as emphasizing the evaluative nature of learning tasks, modulate adolescents' striatal learning. We used functional magnetic resonance imaging during a feedback-based learning task, in conjunction with a within-subject evaluative threat manipulation, to determine whether evaluation threat influences behavioral and neural responses to feedback in adolescents. On average, adolescents were less sensitive than adults to the evaluation threat. In the adolescents, the effect of evaluation threat on performance was tracked with the striatal response to performance feedback during the evaluation threat condition, such that greater striatal sensitivity correlated with greater gains in learning performance. Our findings suggest that variability in how adolescents respond to a contextual threat of evaluation and associated striatal sensitivity can facilitate enhanced learning.

Intelligence mindset shapes neural learning signals and memory.

Intelligence mindset, which denotes individual beliefs about whether intelligence is fixed versus malleable, shapes academic success, but the neural mechanisms underlying mindset-related differences in learning are unknown. Here, we probe the effects of individual differences in mindset on neural responses to negative feedback after a competence threat manipulation. We hypothesized that when their competence was threatened, participants with fixed mindsets would interpret further negative feedback as punishing. After receiving either no score or a competence-threatening IQ score, participants performed a learning task with feedback that emphasized either the evaluative or informational weight of negative feedback. Participants who experienced the competence threat had the strongest predictive relationships between mindset, performance, and caudate activation. The competence threat may have compounded the subjective punishment of negative feedback for fixed mindsets relative to growth mindsets, causing poorer learning from negative feedback in the evaluative context and inflexible striatal responses to negative feedback across feedback contexts.

Reward circuitry activation reflects social preferences in the face of cognitive effort.

Research at the intersection of social neuroscience and cognitive effort is an interesting new area for exploration. There is great potential to broaden our understanding of how social context and cognitive effort processes, currently addressed in disparate literatures, interact with one another. In this paper, we briefly review the literature on cognitive effort, focusing on effort-linked valuation and the gap in the literature regarding cognitive effort in the social domain. Next, we present a study designed to explore valuation processes linked to cognitive effort within the social context of an inequality manipulation. More specifically, we created monetary inequality among the participant (SELF, endowed with $50) and two confederates: one also endowed with $50 (OTHER HIGH) and another with only $5 (OTHER LOW). We then scanned participants using fMRI as they attempted to earn bonus payments for themselves and others through a cognitively effortful feedback-based learning task. Positive feedback produced significantly greater activation than negative feedback in key valuation regions, the ventral striatum (VS) and ventromedial prefrontal cortex (vmPFC), both when participants were performing the task on their own behalf and when earning rewards for others. While reward-related activity in the VS was exaggerated for SELF compared to OTHER HIGH for both positive and negative feedback, activity in the vmPFC did not distinguish between recipients in the group-level results. Furthermore, participants naturally fell into two groups: those most engaged when playing for themselves and those who reported engagement for others. While Self-Engaged participants showed differences between the SELF and both OTHER conditions in the VS and vmPFC, Other-Engaged participants only showed an attenuated response to negative feedback for OTHER HIGH compared to SELF in the VS and no differences between recipient conditions in the vmPFC. Together, this work shows the importance of individual differences and the fragility of advantageous inequality aversion in the face of cognitive effort, highlighting the need to study cognitive effort in the social domain.

Worth working for: The influence of effort costs on teens' choices during a novel decision making game.

Decision making requires consideration of both the benefits of a given choice and the costs, which can include risk, delay, and effort. Previous research has examined the developmental trajectory of adolescent decision making regarding risk and delay; however, the effects of effort on adolescent decision making remain largely unexplored. In the present study, we pilot tested a novel, developmentally-appropriate task designed to examine developmental differences in the willingness to expend effort during goal pursuit in adolescents (ages 13-16, n = 23) versus young adults (ages 18-23, n = 25). Self-reported reward responsivity correlated with task-related parameter estimates for effort and reward, providing evidence of task validity. Adolescents exhibited reduced sensitivity to physical effort costs compared to adults, effects which did not appear to be driven by differences in subjective task motivation or awareness of the effort requirements. These findings provide preliminary evidence that adolescence may be a time of increased willingness to expend effort during goal pursuit. Effort-based decision making is an understudied but exciting avenue for developmental research, as the willingness to engage in effortful pursuit of new experiences during adolescence may help to facilitate the path to independence.