Peters Sabine, Braams Barbara R, Raijmakers Maartje E J, Koolschijn P Cédric M P, Crone Eveline A
Leiden University.
J Cogn Neurosci. 2014 Aug;26(8):1705-20. doi: 10.1162/jocn_a_00594. Epub 2014 Feb 24.
The ability to learn from environmental cues is an important contributor to successful performance in a variety of settings, including school. Despite the progress in unraveling the neural correlates of cognitive control in childhood and adolescence, relatively little is known about how these brain regions contribute to learning. In this study, 268 participants aged 8-25 years performed a rule-learning task with performance feedback in a 3T MRI scanner. We examined the development of the frontoparietal network during feedback learning by exploring contributions of age and pubertal development. The pFC showed more activation following negative compared with positive feedback with increasing age. In contrast, our data suggested that the parietal cortex demonstrated a shift from sensitivity to positive feedback in young children to negative feedback in adolescents and adults. These findings were interpreted in terms of separable contributions of the frontoparietal network in childhood to more integrated functions in adulthood. Puberty (testosterone, estradiol, and self-report) did not explain additional variance in neural activation patterns above age, suggesting that development of the frontoparietal network occurs relatively independently from hormonal development. This study presents novel insights into the development of learning, moving beyond a simple frontoparietal immaturity hypothesis.
从环境线索中学习的能力是在包括学校在内的各种环境中取得成功表现的重要因素。尽管在揭示儿童和青少年认知控制的神经关联方面取得了进展，但对于这些脑区如何促进学习却知之甚少。在这项研究中，268名年龄在8至25岁之间的参与者在3T磁共振成像扫描仪中进行了一项带有表现反馈的规则学习任务。我们通过探究年龄和青春期发育的作用，研究了反馈学习过程中额顶叶网络的发育情况。随着年龄增长，与正性反馈相比，前额叶皮质在负性反馈后表现出更多激活。相反，我们的数据表明，顶叶皮质表现出从幼儿期对正性反馈敏感向青少年期和成年期对负性反馈敏感的转变。这些发现可从儿童期额顶叶网络的可分离作用到成年期更整合的功能方面进行解释。青春期（睾酮、雌二醇和自我报告）并未解释超出年龄因素的神经激活模式额外差异，这表明额顶叶网络的发育相对独立于激素发育。这项研究为学习的发展提供了新的见解，超越了简单的额顶叶不成熟假说。
