When individuals make decisions whether to persist at a task, their decision-making is informed by whether success is pending or accomplished. If pending, the brain facilitates behavioral persistence; if the goal is accomplished or no longer desired, the brain enables switching away from the current task. Feedback, which is known to differentially engage reward neurocircuitry, may modulate goal-directed behavior such as task persistence. However, prior studies are confounded by offering external incentives for persistence. This study tested whether neural response to feedback differed as a function of nonincentivized task persistence in 99 human participants ages 13-30 (60 females). Individuals who persisted engaged the frontopolar cortex (FPC) to a greater extent during receipt of task-relevant positive feedback compared with negative feedback. For individuals who quit, task-irrelevant monetary reward engaged the FPC to a greater extent compared with positive feedback. FPC activation in response to positive feedback is identified as a key contributor to task persistence.
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http://dx.doi.org/10.1093/cercor/bhab317 | DOI Listing |
Ann N Y Acad Sci
January 2025
School of Psychology, Shenzhen University, Shenzhen, China.
Individuals with high math anxiety (HMA) demonstrate a tendency to avoid math-related tasks, a behavior that perpetuates a detrimental cycle of limited practice, poor performance, increased anxiety, and further avoidance. This study delves into the cognitive and neural bases of math avoidance behavior in HMA through the lens of reward processing. In Experiment 1, participants reported their satisfaction level in response to the reward provided after solving an arithmetic problem.
View Article and Find Full Text PDFAust J Prim Health
January 2025
School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia; and The George Institute for Global Health, University of New South Wales, Barangaroo, NSW, Australia.
Background The study aimed to understand the acceptability, satisfaction, uptake, utility and feasibility of a quality improvement (QI) intervention to improve care for coronary heart disease (CHD) patients in Australian primary care practices and identify barriers and enablers, including the impact of COVID-19. Methods Within the QUality improvement for Effectiveness of care for people Living with heart disease (QUEL) study, 26 Australian primary care practices, supported by five Primary Health Networks (PHN) participated in a 1-year QI intervention (November 2019 - November 2020). Data were collected from practices and PHNs staff via surveys and semi-structured interviews.
View Article and Find Full Text PDFJ Microbiol Biol Educ
January 2025
School of Mathematical and Natural Sciences, Arizona State University, Glendale, Arizona, USA.
We hosted a nine-week NIH-funded summer undergraduate research experience in Environmental Health Sciences, the New College Environmental Health Science Scholars program, in which undergraduate students who were rising sophomores, juniors, and seniors receive both professional development and mentored research opportunities. In addition to this standard model of a summer research program, we added an additional professional development and skill-building activity, a course-based undergraduate research experience (CURE) performed by the whole group. Students designed and carried out an experiment in the CURE research project looking at the relationship between soil elemental content and sampling site location.
View Article and Find Full Text PDFResusc Plus
January 2025
Department of Paediatrics, Division of Paediatric Critical Care, CHEO, 401 Smyth Rd, Ottawa, Ontario K1H 8L1, Canada.
Background: Self-directed training has been recognized as a reasonable alternative to traditional instructor-led formats to teach laypeople Basic Life Support (BLS). Virtual tools can facilitate high-quality self-directed resuscitation education; however, their role in teaching paediatric BLS remains unclear due to limited empiric evaluation and suboptimal design of existing tools.
Aim: We describe the development and evaluation of a virtual simulation game (VSG) designed to teach high-quality paediatric BLS using a self-directed, online format with integrated deliberate practice and feedback.
Can Med Educ J
December 2024
Department of Ophthalmology, Queen's University, Ontario, Canada.
Background: The purpose of this study was to investigate the effect of word choice on the quality of narrative feedback in ophthalmology resident trainee assessments following the introduction of competency-based medical education at Queen's University.
Methods: Assessment data from July 2017-December 2020 were retrieved from Elentra (Integrated Teaching and Learning Platform) and anonymized. Written feedback was assigned a Quality of Assessment for Learning (QuAL) score out of five based on this previously validated rubric.
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