What's in a name: The role of verbalization in reinforcement learning.

(e.g., characters or fractals) and concrete stimuli (e.

How to support peer resistance in adolescents with mild-to-borderline intellectual disability? Intervention development and feasibility.

Background: Adolescents with mild-to-borderline intellectual disability face peer resistance challenges, risking harmful or dangerous situations.

Method: We designed a peer resistance group intervention at school for adolescents with mild-to-borderline intellectual disability, tested its feasibility (N = 4, M  = 14.1, M  = 78.

Raven's Standard Progressive Matrices for Adolescents: A Case for a Shortened Version.

Cognitive ability of adolescents is often measured using the Raven's Standard Progressive Matrices (RSPM). However, the RSPM knows a long administration time which may be suboptimal, as time-on-task effects are known to increase fatigue, to lower motivation, and to worsen performance on cognitive tasks. Therefore, a shortened version for adolescents was developed recently.

Adolescents sample more information prior to decisions than adults when effort costs increase.

Making better decisions typically requires obtaining information relevant to that decision. Adolescence is marked by increasing agency in decision-making and an accompanying increase in impulsive decisions, suggesting that one characteristic of adolescent decision-making is a tendency to make less-informed decisions. Adolescents could also be especially averse to the effort associated with acquiring relevant information to make decisions.

Impaired learning to dissociate advantageous and disadvantageous risky choices in adolescents.

Adolescence is characterized by a surge in maladaptive risk-taking behaviors, but whether and how this relates to developmental changes in experience-based learning is largely unknown. In this preregistered study, we addressed this issue using a novel task that allowed us to separate the learning-driven optimization of risky choice behavior over time from overall risk-taking tendencies. Adolescents (12-17 years old) learned to dissociate advantageous from disadvantageous risky choices less well than adults (20-35 years old), and this impairment was stronger in early than mid-late adolescents.

Peer feedback decreases impulsive choice in adolescents with and without attention-deficit/hyperactivity disorder.

Background: Impulsivity is a core feature of attention-deficit/hyperactivity disorder (ADHD). Previous work using the delay discounting task to assess impulsivity reveals that adolescents with ADHD tend to prefer a smaller-immediate reward over a larger-delayed reward, and this relates to problematic choices in daily life. To gain a better understanding of daily decision-making in adolescence, it is important to examine the social context, as peers have a major influence on decisions.

Effects of advice on experienced-based learning in adolescents and adults.

Recent studies that compared effects of pre-learning advice on experience-based learning in adolescents and adults have yielded mixed results. Previous studies on this topic used choice tasks in which age-related differences in advice-related learning bias and exploratory choice behavior are difficult to dissociate. Moreover, these studies did not examine whether effects of advice depend on working memory load.

Quantitative or qualitative development in decision making?

A key question in the developmental sciences is whether developmental differences are quantitative or qualitative. For example, does age increase the speed in processing a task (quantitative differences) or does age affect the way a task is processed (qualitative differences)? Until now, findings in the domain of decision making have been based on the assumption that developmental differences are either quantitative or qualitative. In the current study, we took a different approach in which we tested whether development is best described as being quantitative or qualitative.

A shortened version of Raven's standard progressive matrices for children and adolescents.

Numerous developmental studies assess general cognitive ability, not as the primary variable of interest, but rather as a background variable. Raven's Progressive Matrices is an easy to administer non-verbal test that is widely used to measure general cognitive ability. However, the relatively long administration time (up to 45 min) is still a drawback for developmental studies as it often leaves little time to assess the primary variable of interest.

Uncertainty-driven regulation of learning and exploration in adolescents: A computational account.

Healthy adults flexibly adapt their learning strategies to ongoing changes in uncertainty, a key feature of adaptive behaviour. However, the developmental trajectory of this ability is yet unknown, as developmental studies have not incorporated trial-to-trial variation in uncertainty in their analyses or models. To address this issue, we compared adolescents' and adults' trial-to-trial dynamics of uncertainty, learning rate, and exploration in two tasks that assess learning in noisy but otherwise stable environments.

An Operational Definition of 'Abnormal Cognition' to Optimize the Prediction of Progression to Dementia: What Are Optimal Cut-Off Points for Univariate and Multivariate Normative Comparisons?

Background: In neuropsychology and neurology, there is no consensus on the definition of abnormal cognition.

Objective: To operationally define 'abnormal cognition' for optimally predicting progression to dementia in a memory clinic sample, and to test whether multivariate profile analysis of cognitive test results improves this prediction compared to standard clinical evaluation.

Methods: We used longitudinal data from 835 non-demented patients of the Amsterdam Dementia Cohort.

The importance of parental knowledge in the association between ADHD symptomatology and related domains of impairment.

Parents of children with ADHD experience several difficulties while raising their children and report lower levels of knowledge about their children's life and behaviors. A recent study found that low levels of parental knowledge mediated the association between ADHD symptoms and risk-taking behavior (RTB) in adolescents. The current study aimed to investigate this previous finding further by replicating it, by taking peer influence into account as additional social factor of importance and by extending it and also investigate the role of parental knowledge in the association between ADHD symptoms and homework problems.

Risk Taking by Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD): a Behavioral and Psychophysiological Investigation of Peer Influence.

Adolescents with ADHD demonstrate increased risk-taking behavior (RTB) like substance abuse and dangerous traffic conduct. RTB in adolescence is more likely under peer influence. The current investigation (1) tests the hypothesis that adolescents with ADHD are particularly susceptible to such influence and (2) tests whether groups differed in autonomic reactivity to peer influence.

The Factor Structure of Cognitive Functioning in Cognitively Healthy Participants: a Meta-Analysis and Meta-Analysis of Individual Participant Data.

Many neuropsychologists are of the opinion that the multitude of cognitive tests may be grouped into a much smaller number of cognitive domains. However, there is little consensus on how many domains exist, what these domains are, nor on which cognitive tests belong to which domain. This incertitude can be solved by factor analysis, provided that the analysis includes a broad range of cognitive tests that have been administered to a very large number of people.

When Do those "Risk-Taking Adolescents" Take Risks? The Combined Effects of Risk Encouragement by Peers, Mild-to-Borderline Intellectual Disability and Sex.

Adolescents with mild to borderline intellectual disability (MBID) show more daily life risk taking than typically developing adolescents. To obtain insight in when these "risk-taking adolescents" especially take risks, we investigated main and interaction effects of (a) MBID, (b) sex, and (c) type of peer influence on risk taking. The Balloon Analogue Risk Task (BART) was used as a proxy of real-life risk taking.

Decision-Making Deficits in Adolescent Boys with and without Attention-Deficit/Hyperactivity Disorder (ADHD): an Experimental Assessment of Associated Mechanisms.

Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate increased levels of real-life risk-taking behavior like substance abuse and reckless behavior in traffic, which potentially originates in decision-making deficits. Using experimental gambling tasks, the current study investigated three potential underlying mechanisms: (1) risky vs. suboptimal decision making, (2) the complexity of decision-making strategies and (3) the influence of feedback.

Formal Modeling of the Resistance to Peer Influence Questionnaire: A Comparison of Adolescent Boys and Girls With and Without Mild-to-Borderline Intellectual Disability.

Items of the Resistance to Peer Influence Questionnaire (RPIQ) have a tree-based structure. On each item, individuals first choose whether a less versus more peer-resistant group best describes them; they then indicate whether it is "Really true" versus "Sort of true" that they belong to the chosen group. Using tree-based item response theory, we show that RPIQ items tap three dimensions: A Resistance to Peer Influence (RPI) dimension and two Response Polarization dimensions.

Are individual differences quantitative or qualitative? An integrated behavioral and fMRI MIMIC approach.

In cognitive neuroscience there is a growing interest in individual differences. We propose the Multiple Indicators Multiple Causes (MIMIC) model of combined behavioral and fMRI data to determine whether such differences are quantitative or qualitative in nature. A simulation study revealed the MIMIC model to have adequate power for this goal, and parameter recovery to be satisfactory.

Is (poly-) substance use associated with impaired inhibitory control? A mega-analysis controlling for confounders.

Many studies have reported that heavy substance use is associated with impaired response inhibition. Studies typically focused on associations with a single substance, while polysubstance use is common. Further, most studies compared heavy users with light/non-users, though substance use occurs along a continuum.

Risk-Taking Behavior in Attention Deficit/Hyperactivity Disorder (ADHD): a Review of Potential Underlying Mechanisms and of Interventions.

Purpose Of Review: Attention deficit/hyperactivity disorder (ADHD) is associated with several forms of risk-taking behavior (RTB). This paper aims to examine the scope of ADHD-related RTB, to highlight potential underlying mechanisms of this association, and to review initial evidence for interventions aimed to treat ADHD-related RTB.

Recent Findings: Multiple lines of evidence indicate that ADHD is associated with real-life RTB across several domains (e.

A meta-analytical evaluation of the dual-hormone hypothesis: Does cortisol moderate the relationship between testosterone and status, dominance, risk taking, aggression, and psychopathy?

According to the dual-hormone hypothesis, the relationship between testosterone and status-relevant behavior is moderated by cortisol, suggesting this relationship only exists when cortisol is low. In the current study, a meta-analysis (including 30 papers with 33 studies, 49 effect sizes, n = 8538) on the interaction effect of testosterone and cortisol on status-relevant behavior (i.e.

Decision-Making Deficits in ADHD Are Not Related to Risk Seeking But to Suboptimal Decision-Making: Meta-Analytical and Novel Experimental Evidence.

ADHD is related to decision-making deficits in real-life (e.g., substance abuse) and on experimental tasks (increased preference for risky options).

Peer-Influence on Risk-Taking in Male Adolescents with Mild to Borderline Intellectual Disabilities and/or Behavior Disorders.

This study aimed to disentangle the effects of Mild-to-Borderline Intellectual Disability (MBID) and Behavior Disorders (BD)on risk taking in circumstances where peer influence was absent or present. We studied 319 adolescents in four groups: MBID-only, MBID+BD, BD-only, and typically developing controls. The Balloon Analogue Risk-Task (BART), in a solo or peer condition, was used as a proxy of real-life risk-taking.

Positive-blank versus negative-blank feedback learning in children and adults.

In positive-blank feedback learning, positive feedback is given to a correct response whereas blank feedback is given to an incorrect response. Conversely, in negative-blank feedback learning, blank feedback is given to a correct response and negative feedback to an incorrect response. As blank feedback might be subjectively interpreted as signalling a correct response, negative-blank feedback might be more informative than positive-blank feedback, and thus may result in better performance.

Univariate comparisons given aggregated normative data.

Objective: Normative comparison is a method to compare an individual to a norm group. It is commonly used in neuropsychological assessment to determine if a patient's cognitive capacities deviate from those of a healthy population. Neuropsychological assessment often involves multiple testing, which might increase the familywise error rate (FWER).