Tina Zottoli

The feedback-related negativity (FRN) in adolescents.

This study examined age-related differences in the ERP correlates of external feedback processing (i.e., the feedback-related negativity [FRN]) in adolescent and young adult males, using a simple gambling task involving unpredictable monetary losses and gains of low and high magnitude. The FRN was larger after losses than gains, and was modulated by the magnitude of gains, but not the magnitude of losses, for all participants regardless of age. FRN amplitude was larger in adolescents than adults and also discriminated relatively less strongly between gains and losses in adolescents. In addition, the morphology of the waveform after high losses suggests that feedback in this condition may have been processed less efficiently by adolescents. Our results suggest that, although the FRN in adults and adolescents share some common characteristics, the neural processes that generate the FRN are still developing in midadolescence. These findings are discussed in the context of adolescent risk taking.

Attentional capture by emotional faces in adolescence

Poor decision making during adolescence occurs most frequently when situations are emotionally charged. However, relatively few studies have measured the development of cognitive control in response to emotional stimuli in this population. This study used both affective (emotional faces) and non-affective (letter) stimuli in two different flanker tasks to assess the ability to ignore task-irrelevant but distracting information, in 25 adults and 25 adolescents. On the non-emotional (letter) flanker task, the presence of incongruent flanking letters increased the number of errors, and also slowed participants’ ability to identify a central letter. Adolescents committed more errors than adults, but there were no age-related differences for the reaction time interference effect in the letter condition. Post-hoc testing revealed that age-related differences on the task were driven by the younger adolescents (11-14 years); adults and older adolescents (15-17 years) were equally accurate in the letter condition. In contrast, on the emotional face flanker task, not only were adolescents less accurate than adults but they were also more distracted by task-irrelevant fearful faces as evidenced by greater reaction time interference effects. Our findings suggest that the ability to self-regulate in adolescents, as evidenced by the ability to suppress irrelevant information on a flanker task, is more difficult when stimuli are affective in nature. The ability to ignore irrelevant flankers appears to mature earlier for non-affective stimuli than for affective stimuli.

Feedback Processing in Adolescence: An Event-Related Potential Study of Age and Gender Differences

Adolescence has frequently been characterized as a period of increased risk taking, which may be largely driven by maturational changes in neural areas that process incentives. To investigate age- and gender-related differences in reward processing, we recorded event-related potentials (ERPs) from 80 participants in a gambling game, in which monetary wins and losses were either large or small. We measured two ERP components: the feedback-related negativity (FRN) and the feedback P3 (fP3). The FRN was sensitive to the size of a win in both adult (aged 23-35 years) and adolescent (aged 13-17 years) males, but not in females. Small wins appeared to be less rewarding for males than for females, which may in part explain more approach-driven behavior in males in general. Furthermore, adolescent boys showed both delayed FRNs to high losses and less differentiation in FRN amplitude between wins and losses in comparison to girls. The fP3, which is thought to index the salience of the feedback at a more conscious level than the FRN, was also larger in boys than in girls. Taken together, these results imply that higher levels of risk taking that are commonly reported in adolescent males may be driven both by hypersensitivity to high rewards and insensitivity to punishment or losses.

ERP correlates of malingered executive dysfunction

Assessment of malingering has become an integral part of many neuropsychological evaluations, particularly in forensic settings. However, traditional malingering measures are known to be vulnerable to both manipulation and coaching. Consequently, recent research has attempted to identify physiological indices of cognitive functioning that are less susceptible to overt manipulation. While prior studies have explored the validity of physiological assessment of memory deficits, this study evaluates the effectiveness of a physiological measure of executive functioning. This study used EEG recording in conjunction with a three-stimulus oddball design to compare neural responses in simulated malingerers feigning cognitive deficits associated with traumatic brain injury (TBI) and controls. Specifically, the study explored the efficacy of an event-related potential (ERP) known as P3a, which is believed to be an index of frontal lobe executive processes, specifically the attentional orienting response. The results of this study demonstrated that simulated malingerers did not produce a P3a response that was significantly different from control participants. Furthermore, the P3a in simulated malingerers did not demonstrate any of the properties reported in prior studies with TBI patients. Not only were malingerers unable to produce a significant change in their basic orienting response, but the very process of attempting to employ additional strategies to appear impaired produced other physiological markers of deception. Therefore, the P3a component appeared to be unaffected by an individuals motivation or overt performance, which suggests that it may have potential for development as a physiological measure for differentiating between malingerers and those with genuine TBI.

Expecting the unexpected: an N400 study of risky sentence processing in adolescents.

Teens often engage in risk taking. Avoiding risk may be aided by rapid access to cognitive models for danger. This study investigated whether these schemata are immature in adolescence. An N400 sentential priming paradigm compared risky, predictable, and incongruent sentence processing in adolescents and adults. Adults and teens processed predictable sentences similarly, as evidenced by equivalent N400 priming. However, in adults, more activation was required to access final words in a risky sentence than when the situation was predictable and benign. Conversely, teens showed little difference in N400s generated by risky or expected sentences. This suggests that risky scenario final words were unexpected for adults but not for adolescents because of age-related differences in world knowledge and risk-related schemata. This study may help to explain why teenagers engage in risky activities when there is little time for deliberative thought.

The Utility of the MMPI-2 Criminal Offender Infrequency (Fc) Scale in the Detection of Malingering in Criminal Defendants

Recognizing that nonmalingering criminal subjects often elevate both the Infrequency (F) and Infrequency Psychopathology (Fp) scales of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), Megargee (2004) developed the Criminal Offender Infrequency (Fc) scale, which includes items infrequently endorsed by criminal offenders. This study compared MMPI-2 F, F(p), Fb and Fc elevations of criminal defendants who classified as malingering or not malingering using the Structured Interview of Reported Symptoms (SIRS). Results of Logistic Regression Analyses suggested that the Fc scale performed better than F(p) and Fb, and at least as good as F in the detection of malingering in this forensic sample. Sensitivity, Specificity, Positive and Negative Predictive Validity Values for F, Fp and Fc are provided.

Interdisciplinary Connections and Academic Performance in Psychology–English Learning Communities

We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings that related to the social psychology unit, and by requiring students to produce interdisciplinary group podcasts. In the other (unconnected LC), there were no interdisciplinary connections. Students in the connected LC had higher mean test scores in psychology than both students in unconnected LCs and those in standard classes. Our results suggest that students perform better on psychology tests when efforts are made to consolidate information through interdisciplinary links in an LC.