Novelty and uncertainty differentially drive exploration across development.

Across the lifespan, individuals frequently choose between exploiting known rewarding options or exploring unknown alternatives. A large body of work has suggested that children may explore more than adults. However, because novelty and reward uncertainty are often correlated, it is unclear how they differentially influence decision-making across development.

"Guidance of spatial attention by incidental learning and endogenous cuing": Retraction.

Reports the retraction of "Guidance of spatial attention by incidental learning and endogenous cuing" by Yuhong V. Jiang, Khena M. Swallow and Gail M.

Valence biases in reinforcement learning shift across adolescence and modulate subsequent memory.

As individuals learn through trial and error, some are more influenced by good outcomes, while others weight bad outcomes more heavily. Such valence biases may also influence memory for past experiences. Here, we examined whether valence asymmetries in reinforcement learning change across adolescence, and whether individual learning asymmetries bias the content of subsequent memory.

Do adolescents always take more risks than adults? A within-subjects developmental study of context effects on decision making and processing.

Adolescents take more risks than adults in the real world, but laboratory experiments do not consistently demonstrate this pattern. In the current study, we examine the possibility that age differences in decision making vary as a function of the nature of the task (e.g.

The interactive effects of peers and alcohol on functional brain connectivity in young adults.

Alcohol and peer influence are known to have independent effects on risky decision making. We investigated combined influences of peers and alcohol on functional brain connectivity and behavior. Young adults underwent fMRI while completing response inhibition (Go/No-Go) and risky driving (Stoplight) tasks.

Developmental perspectives on risky and impulsive choice.

Epidemiological data suggest that risk taking in the real world increases from childhood into adolescence and declines into adulthood. However, developmental patterns of behaviour in laboratory assays of risk taking and impulsive choice are inconsistent. In this article, we review a growing literature using behavioural economic approaches to understand developmental changes in risk taking and impulsivity.

Contributions of an Internalizing Symptoms Polygenic Risk Score and Contextual Factors to Alcohol-Related Disorders in African American Young Adults.

Objective: Alcohol-related disorders (i.e., abuse and dependence) are significant problems that may result in numerous negative consequences.

The Influences of Described and Experienced Information on Adolescent Risky Decision Making.

Adolescents are known to take more risks than adults, which can be harmful to their health and well-being. However, despite age differences in real-world risk taking, laboratory risk-taking paradigms often do not evince these developmental patterns. Recent findings in the literature suggest that this inconsistency may be due in part to differences between how adolescents process information about risk when it is described (e.

Peers influence adolescent reward processing, but not response inhibition.

Most adolescent risk taking occurs in the presence of peers. Prior research suggests that peers alter adolescents' decision making by increasing reward sensitivity and the engagement of regions involved in the processing of rewards, primarily the striatum. However, the potential influence of peers on the capacity for impulse control, and the associated recruitment of the brain's control circuitry, has not yet been adequately examined.

Working Memory Training in Adolescents Decreases Laboratory Risk Taking in the Presence of Peers.

Adolescence is a period of heightened risk-taking relative to both adulthood and childhood, due in part to peers' increased influence on adolescent decision making. Because adolescents' choices have harmful consequences, there is great interest in specific interventions that might attenuate risk taking. We hypothesized that it might be possible to reduce adolescent risk taking through an intervention targeting the ability/tendency to engage cognitive control processes.

Adolescent risk-taking is predicted by individual differences in cognitive control over emotional, but not non-emotional, response conflict.

While much research on adolescent risk behaviour has focused on the development of prefrontal self-regulatory mechanisms, prior studies have elicited mixed evidence of a relationship between individual differences in the capacity for self-regulation and individual differences in risk taking. To explain these inconsistent findings, it has been suggested that the capacity for self-regulation may be, for most adolescents, adequately mature to produce adaptive behaviour in non-affective, "cold" circumstances, but that adolescents have a more difficult time exerting control in affective, "hot" contexts. To further explore this claim, the present study examined individual differences in self-control in the face of affective and non-affective response conflict, and examined whether differences in the functioning of cognitive control processes under these different conditions was related to risk taking.

Variation in strategy use across measures of verbal working memory.

The working memory (WM) literature contains a number of tasks that vary on dimensions such as when or how memory items are reported. In addition to the ways in which WM tasks are designed to differ, tasks may also diverge according to the strategies participants use during task performance. The present study included seven tasks from the WM literature, each requiring short-term retention of verbal items.

Task specificity of attention training: the case of probability cuing.

Statistical regularities in our environment enhance perception and modulate the allocation of spatial attention. Surprisingly little is known about how learning-induced changes in spatial attention transfer across tasks. In this study, we investigated whether a spatial attentional bias learned in one task transfers to another.

Interaction between scene-based and array-based contextual cueing.

Contextual cueing refers to the cueing of spatial attention by repeated spatial context. Previous studies have demonstrated distinctive properties of contextual cueing by background scenes and by an array of search items. Whereas scene-based contextual cueing reflects explicit learning of the scene-target association, array-based contextual cueing is supported primarily by implicit learning.

Neurological subtle signs and cognitive development: a study in late childhood and adolescence.

Introduction And Aim: Neurological subtle signs (NSS) are often observed during the neurological examination of children and tend to disappear with age. Their persistence into late adolescence or young adulthood has been related to psychiatric and neurocognitive disorders. To provide a better understanding of their functional basis, a longitudinal correlational study with neurocognitive measurements was performed.

Guidance of spatial attention by incidental learning and endogenous cuing.

Our visual system is highly sensitive to regularities in the environment. Locations that were important in one's previous experience are often prioritized during search, even though observers may not be aware of the learning. In this study we characterized the guidance of spatial attention by incidental learning of a target's spatial probability, and examined the interaction between endogenous cuing and probability cuing.

Rapid acquisition but slow extinction of an attentional bias in space.

Substantial research has focused on the allocation of spatial attention based on goals or perceptual salience. In everyday life, however, people also direct attention using their previous experience. Here we investigate the pace at which people incidentally learn to prioritize specific locations.

The serial use of child neurocognitive tests: development versus practice effects.

When serial neurocognitive assessments are performed, 2 main factors are of importance: test-retest reliability and practice effects. With children, however, there is a third, developmental factor, which occurs as a result of maturation. Child tests recognize this factor through the provision of age-corrected scaled scores.

A longitudinal study of neurological soft signs from late childhood into early adulthood.

Neurological examination of children includes the screening for soft neurological signs (NSS). There is little knowledge about their evolution during adolescence, except that their lasting presence has been associated with developmental, psychological, and cognitive disorders. We report the results of a NSS exam (assessing gross and fine motor function and the presence of hyperactivity and motor impersistence) over a 5-year period, among a group of healthy children who were followed annually as part of a dental study.

A longitudinal factor analytic study of children's neurocognitive abilities.

The neurocognitive abilities of 503 Portuguese children aged 8-11.9 years at onset of the study were assessed annually for 8 years in 3 functional domains: memory, motor and visual motor functions, and attention. A series of exploratory principal axis factor analyses, with varimax rotation, revealed seven factors: Divided Attention, Selective Attention, Verbal Learning and Recall, Visual Learning and Recall, Motor Speed, Visual-Motor Speed, and Working Memory.

Neurological outcomes in children with and without amalgam-related mercury exposure: seven years of longitudinal observations in a randomized trial.

Background: Although large-scale, randomized trials involving children have been completed and their results demonstrate an absence of neurobehavioral effects from clinical exposure to mercury amalgam, neurological findings from such studies have not been reported.

Methods: The authors conducted a randomized, prospective trial examining the safety of dental amalgam in which 507 children aged 8 through 12 years were assigned to treatment with either amalgam or resin-based composite. During seven years of follow-up, the authors performed annual clinical neurological examinations, including an evaluation of neurological hard signs (NHSs), presence of tremor and neurological soft signs (NSSs).

Repeat test scores on neurobehavioral measures over an eight-year period in a sample of Portuguese children.

Normative data were collected on a sample of 503 Portuguese children who were taking part in a dental study. At the outset, the children were aged 8-11.9 years, with an average of just over 10.

The association of dental caries with blood lead in children when adjusted for IQ and neurobehavioral performance.

Unlabelled: Associations between childhood lead exposures and dental caries in children have been reported for over 30 years, with widely varying findings and conclusions, and using measures of lead exposure which ranged from food sources and water to tooth, hair or blood lead concentrations.

Objectives: This study examined the relationship of lead exposure and dental caries in a population of normatively healthy children.

Methods: This cross-sectional study used a population of 507 children aged 8-12 who were participating in a clinical trial of dental materials to examine the relationship between lead and caries.

Neurobehavioral effects of dental amalgam in children: a randomized clinical trial.

Context: Dental (silver) amalgam is a widely used restorative material containing 50% elemental mercury that emits small amounts of mercury vapor. No randomized clinical trials have determined whether there are significant health risks associated with this low-level mercury exposure.

Objective: To assess the safety of dental amalgam restorations in children.