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The Neural Basis of Working Memory Development : = Relationships to Reward, ADHD, and Academic Skills.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Neural Basis of Working Memory Development :/
Reminder of title:	Relationships to Reward, ADHD, and Academic Skills.
Author:	Tennekoon, Michael.
Description:	1 online resource (114 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: B.
Subject:	Neurosciences. -
Online resource:	click for full text (PQDT)
ISBN:	9781339078786

The Neural Basis of Working Memory Development : = Relationships to Reward, ADHD, and Academic Skills.
Tennekoon, Michael.

The Neural Basis of Working Memory Development :Relationships to Reward, ADHD, and Academic Skills. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: B.

Thesis (Ph.D.)--Northwestern University, 2015.

Includes bibliographical references

Cognitive control is the ability to regulate thoughts and actions in accordance with internally represented goals. Therefore working memory ability (i.e. the ability to maintain and manipulate goal-relevant information) is vital for cognitive control. Three studies investigated the influence of reward on working memory during typical and atypical development, as well as the contribution of working memory to the development of academic skills. The first study examined the differences of the influence of reward on working memory in typical development. Previous work suggested that adults suppress reward regions during working memory tasks in order to prevent distracting reward related information from interfering with working memory performance. Our findings support this as when reward regions failed to deactivate, adults engaged in reactive cognitive control mechanisms to suppress reward regions. Reward regions failed to deactivate in children, and due to immature prefrontal regions, children were unable to use reactive cognitive control mechanisms to compensate for this lack of deactivation. However, our findings in study two showed that during large reward conditions, children also show increased overall engagement of the working memory network (indicative of proactive cognitive control) compared to the small reward condition. Taken together this suggests that during typical development, while rewards may be more distracting for children, they may also help children engage in proactive cognitive control mechanisms. This finding has significant implications as we observed in study three that increased engagement of the working memory network was related to improved academic skills. Specifically increased activation of the prefrontal cortex during a verbal working memory task was associated with higher reading and calculation skill, while increased activation of the left middle frontal gyrus was associated with greater improvements in calculation skill over a two year period. On the other hand rewards appeared to have a detrimental impact on performance in children with ADHD. This may be due to a lack of reward related feedback that in turn may have caused delay aversion in children with ADHD. Delay aversion may have resulted in children with ADHD disengaging from the task. This suggests that when trying to improve working memory performance in children with ADHD, if immediate feedback is not available it may be better to not offer a reward as rewards can be detrimental without feedback. Future research should examine the precise mechanisms that result in improved working memory performance associated with reward related feedback in children with ADHD. These findings could help elucidate the precise mechanisms of the influence of rewards on working memory that in turn could have implications for the use of rewards to improve academic skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339078786Subjects--Topical Terms:

593561
Neurosciences.
Index Terms--Genre/Form:

554714
Electronic books.

The Neural Basis of Working Memory Development : = Relationships to Reward, ADHD, and Academic Skills.
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520 $a Cognitive control is the ability to regulate thoughts and actions in accordance with internally represented goals. Therefore working memory ability (i.e. the ability to maintain and manipulate goal-relevant information) is vital for cognitive control. Three studies investigated the influence of reward on working memory during typical and atypical development, as well as the contribution of working memory to the development of academic skills. The first study examined the differences of the influence of reward on working memory in typical development. Previous work suggested that adults suppress reward regions during working memory tasks in order to prevent distracting reward related information from interfering with working memory performance. Our findings support this as when reward regions failed to deactivate, adults engaged in reactive cognitive control mechanisms to suppress reward regions. Reward regions failed to deactivate in children, and due to immature prefrontal regions, children were unable to use reactive cognitive control mechanisms to compensate for this lack of deactivation. However, our findings in study two showed that during large reward conditions, children also show increased overall engagement of the working memory network (indicative of proactive cognitive control) compared to the small reward condition. Taken together this suggests that during typical development, while rewards may be more distracting for children, they may also help children engage in proactive cognitive control mechanisms. This finding has significant implications as we observed in study three that increased engagement of the working memory network was related to improved academic skills. Specifically increased activation of the prefrontal cortex during a verbal working memory task was associated with higher reading and calculation skill, while increased activation of the left middle frontal gyrus was associated with greater improvements in calculation skill over a two year period. On the other hand rewards appeared to have a detrimental impact on performance in children with ADHD. This may be due to a lack of reward related feedback that in turn may have caused delay aversion in children with ADHD. Delay aversion may have resulted in children with ADHD disengaging from the task. This suggests that when trying to improve working memory performance in children with ADHD, if immediate feedback is not available it may be better to not offer a reward as rewards can be detrimental without feedback. Future research should examine the precise mechanisms that result in improved working memory performance associated with reward related feedback in children with ADHD. These findings could help elucidate the precise mechanisms of the influence of rewards on working memory that in turn could have implications for the use of rewards to improve academic skills.
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