Willoughby Teena, Heffer Taylor, van Noordt Stefon, Desjardins James, Segalowitz Sid, Schmidt Louis
Brock University, Canada.
Brock University, Canada.
Dev Cogn Neurosci. 2021 Oct;51:100995. doi: 10.1016/j.dcn.2021.100995. Epub 2021 Jul 29.
The purpose of this ERP P3 study was to test a peer observation manipulation (being observed by a peer versus being alone) on neural markers of attention to reward (win-feedback) and punishment (loss-feedback) during the Balloon Analogue Risk Task. Participants (126 children, 53 % male, 8-10 years; 196 early adolescents, 50 % male, 11-13 years; and 121 mid-adolescents, 52 % male, 14-16 years) were assessed by age group and pubertal status. Individual differences in how participants felt about being observed by a peer, and self-report personality factors, also were examined. Findings indicated that early and mid-adolescents (and individuals in mid-puberty and late-puberty) were sensitive to peer observation as both groups showed larger neural responses to loss-feedback in the peer condition than in the alone condition. Conversely, children (and individuals in pre- and early-puberty) were unaffected by peer observation. In addition, there clearly were individual differences in how rewarding versus anxiety-provoking participants found the peer experience. Early adolescents and mid-adolescents (and individuals in mid- and late-puberty) who reported feeling more anxious about the peer observation elicited larger neural responses to loss-feedback, and individuals in mid- and late-puberty in particular reported higher worry and lower sensation-seeking scores than those who reported a positive experience.
本ERP P3研究的目的是在气球模拟风险任务中，测试同伴观察操纵（被同伴观察与独自完成任务）对奖励（赢反馈）和惩罚（输反馈）注意力的神经标志物的影响。参与者包括126名儿童（53%为男性，年龄8至10岁）、196名青少年早期（50%为男性，年龄11至13岁）和121名青少年中期（52%为男性，年龄14至16岁），并按年龄组和青春期状态进行评估。研究还考察了参与者对被同伴观察的感受的个体差异以及自我报告的人格因素。研究结果表明，青少年早期和中期（以及青春期中期和晚期个体）对同伴观察敏感，因为这两组在同伴在场条件下对输反馈的神经反应均大于独自完成任务的条件。相反，儿童（以及青春期前和青春期早期个体）不受同伴观察的影响。此外，参与者对同伴经历的奖励性与焦虑性感受存在明显的个体差异。报告对同伴观察感到更焦虑的青少年早期和中期（以及青春期中期和晚期个体）对输反馈引发的神经反应更大，尤其是青春期中期和晚期个体报告的担忧程度更高，寻求刺激得分更低，而那些报告有积极体验的个体则相反。
