title: Strategies influence neural activity for feedback learning across child and adolescent development.
abstract: Learning from feedback is an important aspect of executive functioning that shows profound improvements during childhood and adolescence. This is accompanied by neural changes in the feedback-learning network, which includes pre-supplementary motor area (pre- SMA)/anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), and the basal ganglia. However, there can be considerable differences within age ranges in performance that are ascribed to differences in strategy use. This is problematic for traditional approaches of analyzing developmental data, in which age groups are assumed to be homogenous in strategy use. In this study, we used latent variable models to investigate if underlying strategy groups could be detected for a feedback-learning task and whether there were differences in neural activation patterns between strategies. In a sample of 268 participants between ages 8 to 25 years, we observed four underlying strategy groups, which were cut across age groups and varied in the optimality of executive functioning. These strategy groups also differed in neural activity during learning; especially the most optimal performing group showed more activity in DLPFC, SPC and pre-SMA/ACC compared to the other groups. However, age differences remained an important contributor to neural activation, even when correcting for strategy. These findings contribute to the debate of age versus performance predictors of neural development, and highlight the importance of studying individual differences in strategy use when studying development.
authors: Department of Developmental Psychology, Leiden University, The Netherlands; Leiden Institute for Brain and Cognition, The Netherlands. Electronic address: s.peters@fsw.leidenuniv.nl.
authors: Sabine
authors: S
authors: Peters
authors: Department of Brain and Cognition, University of Amsterdam, The Netherlands.
authors: P Cédric M P
authors: PC
authors: Koolschijn
authors: Department of Developmental Psychology, Leiden University, The Netherlands; Leiden Institute for Brain and Cognition, The Netherlands; Department of Developmental Psychology, University of Amsterdam, The Netherlands.
authors: Eveline A
authors: EA
authors: Crone
authors: Department of Developmental Psychology, Leiden University, The Netherlands; Leiden Institute for Brain and Cognition, The Netherlands.
authors: Anna C K
authors: AC
authors: Van Duijvenvoorde
authors: Department of Developmental Psychology, University of Amsterdam, The Netherlands.
authors: Maartje E J
authors: ME
authors: Raijmakers
mesh_terms: D000293:Adolescent; D041923:Adolescent Development; D000328:Adult; D000367:Age Factors; D001931:Brain Mapping; D002540:Cerebral Cortex / Q000098:blood supply / Q000502:physiology*; D002648:Child; D002657:Child Development; D030141:Feedback, Psychological / Q000502:physiology*; D005260:Female; D006801:Humans; D007091:Image Processing, Computer-Assisted; D007858:Learning / Q000502:physiology*; D008279:Magnetic Resonance Imaging; D008297:Male; D010100:Oxygen / Q000097:blood; D010775:Photic Stimulation; D011597:Psychomotor Performance; D055815:Young Adult
chemical_list: D010100:Oxygen
keywords: Adolescence; Development; Feedback; Strategy; fMRI