The Experts below are selected from a list of 270 Experts worldwide ranked by ideXlab platform
Thomas Straube - One of the best experts on this subject based on the ideXlab platform.
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Modulation of feedback processing by social context in social anxiety disorder (SAD)-an event-related potentials (ERPs) study.
Scientific reports, 2019Co-Authors: Rolf Voegler, Jutta Peterburs, Christian Bellebaum, Thomas StraubeAbstract:The ability to learn from feedback, especially under social scrutiny, is an essential prerequisite for successful interaction with the environment. Patients suffering from social anxiety disorder (SAD) have been proposed to show altered processing of and learning from feedback, especially depending on social context. However, the neural basis and behavioral consequences of altered reinforcement learning in SAD are not clear yet. In the present event-related potentials (ERPs) study, 34 SAD patients and 30 healthy control subjects (HC) performed an adapted version of a probabilistic feedback learning task in two distinct social Conditions. In the Observation Condition, participants were observed by a confederate; in the control Condition, they performed the task without being observed. Patients as compared to healthy controls experienced more subjective discomfort under social Observation. Moreover, they showed better learning from negative feedback in the control Condition, but reduced learning from negative feedback in the Observation Condition. This effect correlated with reduced differentiation of positive and negative feedback in the time range of the feedback-related negativity (FRN) under high action-feedback contingency. In addition, SAD patients demonstrated increased FRN amplitudes in the first half of the Observation Condition, in particular to positive feedback. The present results demonstrate that processing of and learning from feedback are altered in SAD, especially under social scrutiny. In particular, it appears that SAD patients do not process positive information adequately on the neural level, which may impair their ability to differentiate between negative and positive outcomes.
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Electrophysiological correlates of performance monitoring under social Observation in patients with social anxiety disorder and healthy controls
Biological psychology, 2017Co-Authors: Rolf Voegler, Jutta Peterburs, Hannah Lemke, Sebastian Ocklenburg, Roman Liepelt, Thomas StraubeAbstract:Abstract Previous research suggests that electrophysiological correlates of performance monitoring, in particular the error-related negativity (ERN), vary according to psychopathology and context factors. The present study examined the effect of social context on behavioral and electrophysiological correlates of performance monitoring in healthy adult subjects and in patients with social anxiety disorder (SAD). Participants performed two runs of a Go/NoGo flanker task in different social Conditions: in the Observation Condition, they were observed by a confederate while performing the task, whereas there was no Observation in the control Condition. Behavioral data showed that accuracy and response times were not modulated by social Observation and also did not systematically differ between groups. Post-error slowing was more pronounced in patients, independent of Observation Condition. ERN amplitudes were generally increased under social Observation as compared to the control Condition regardless of group (patients, controls). No effects of social context or group were found for PE, NoGo-N2, and NoGo-P3. Exploratory analysis revealed a late sustained parietal negativity to errors in patients as compared to controls. Taken together, the present findings emphasize the importance of social context for the processes underlying performance monitoring. However, the notion of altered error monitoring reflected in an altered ERN in SAD is not supported by our data.
Rolf Voegler - One of the best experts on this subject based on the ideXlab platform.
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Modulation of feedback processing by social context in social anxiety disorder (SAD)-an event-related potentials (ERPs) study.
Scientific reports, 2019Co-Authors: Rolf Voegler, Jutta Peterburs, Christian Bellebaum, Thomas StraubeAbstract:The ability to learn from feedback, especially under social scrutiny, is an essential prerequisite for successful interaction with the environment. Patients suffering from social anxiety disorder (SAD) have been proposed to show altered processing of and learning from feedback, especially depending on social context. However, the neural basis and behavioral consequences of altered reinforcement learning in SAD are not clear yet. In the present event-related potentials (ERPs) study, 34 SAD patients and 30 healthy control subjects (HC) performed an adapted version of a probabilistic feedback learning task in two distinct social Conditions. In the Observation Condition, participants were observed by a confederate; in the control Condition, they performed the task without being observed. Patients as compared to healthy controls experienced more subjective discomfort under social Observation. Moreover, they showed better learning from negative feedback in the control Condition, but reduced learning from negative feedback in the Observation Condition. This effect correlated with reduced differentiation of positive and negative feedback in the time range of the feedback-related negativity (FRN) under high action-feedback contingency. In addition, SAD patients demonstrated increased FRN amplitudes in the first half of the Observation Condition, in particular to positive feedback. The present results demonstrate that processing of and learning from feedback are altered in SAD, especially under social scrutiny. In particular, it appears that SAD patients do not process positive information adequately on the neural level, which may impair their ability to differentiate between negative and positive outcomes.
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Electrophysiological correlates of performance monitoring under social Observation in patients with social anxiety disorder and healthy controls
Biological psychology, 2017Co-Authors: Rolf Voegler, Jutta Peterburs, Hannah Lemke, Sebastian Ocklenburg, Roman Liepelt, Thomas StraubeAbstract:Abstract Previous research suggests that electrophysiological correlates of performance monitoring, in particular the error-related negativity (ERN), vary according to psychopathology and context factors. The present study examined the effect of social context on behavioral and electrophysiological correlates of performance monitoring in healthy adult subjects and in patients with social anxiety disorder (SAD). Participants performed two runs of a Go/NoGo flanker task in different social Conditions: in the Observation Condition, they were observed by a confederate while performing the task, whereas there was no Observation in the control Condition. Behavioral data showed that accuracy and response times were not modulated by social Observation and also did not systematically differ between groups. Post-error slowing was more pronounced in patients, independent of Observation Condition. ERN amplitudes were generally increased under social Observation as compared to the control Condition regardless of group (patients, controls). No effects of social context or group were found for PE, NoGo-N2, and NoGo-P3. Exploratory analysis revealed a late sustained parietal negativity to errors in patients as compared to controls. Taken together, the present findings emphasize the importance of social context for the processes underlying performance monitoring. However, the notion of altered error monitoring reflected in an altered ERN in SAD is not supported by our data.
Jutta Peterburs - One of the best experts on this subject based on the ideXlab platform.
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Modulation of feedback processing by social context in social anxiety disorder (SAD)-an event-related potentials (ERPs) study.
Scientific reports, 2019Co-Authors: Rolf Voegler, Jutta Peterburs, Christian Bellebaum, Thomas StraubeAbstract:The ability to learn from feedback, especially under social scrutiny, is an essential prerequisite for successful interaction with the environment. Patients suffering from social anxiety disorder (SAD) have been proposed to show altered processing of and learning from feedback, especially depending on social context. However, the neural basis and behavioral consequences of altered reinforcement learning in SAD are not clear yet. In the present event-related potentials (ERPs) study, 34 SAD patients and 30 healthy control subjects (HC) performed an adapted version of a probabilistic feedback learning task in two distinct social Conditions. In the Observation Condition, participants were observed by a confederate; in the control Condition, they performed the task without being observed. Patients as compared to healthy controls experienced more subjective discomfort under social Observation. Moreover, they showed better learning from negative feedback in the control Condition, but reduced learning from negative feedback in the Observation Condition. This effect correlated with reduced differentiation of positive and negative feedback in the time range of the feedback-related negativity (FRN) under high action-feedback contingency. In addition, SAD patients demonstrated increased FRN amplitudes in the first half of the Observation Condition, in particular to positive feedback. The present results demonstrate that processing of and learning from feedback are altered in SAD, especially under social scrutiny. In particular, it appears that SAD patients do not process positive information adequately on the neural level, which may impair their ability to differentiate between negative and positive outcomes.
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Electrophysiological correlates of performance monitoring under social Observation in patients with social anxiety disorder and healthy controls
Biological psychology, 2017Co-Authors: Rolf Voegler, Jutta Peterburs, Hannah Lemke, Sebastian Ocklenburg, Roman Liepelt, Thomas StraubeAbstract:Abstract Previous research suggests that electrophysiological correlates of performance monitoring, in particular the error-related negativity (ERN), vary according to psychopathology and context factors. The present study examined the effect of social context on behavioral and electrophysiological correlates of performance monitoring in healthy adult subjects and in patients with social anxiety disorder (SAD). Participants performed two runs of a Go/NoGo flanker task in different social Conditions: in the Observation Condition, they were observed by a confederate while performing the task, whereas there was no Observation in the control Condition. Behavioral data showed that accuracy and response times were not modulated by social Observation and also did not systematically differ between groups. Post-error slowing was more pronounced in patients, independent of Observation Condition. ERN amplitudes were generally increased under social Observation as compared to the control Condition regardless of group (patients, controls). No effects of social context or group were found for PE, NoGo-N2, and NoGo-P3. Exploratory analysis revealed a late sustained parietal negativity to errors in patients as compared to controls. Taken together, the present findings emphasize the importance of social context for the processes underlying performance monitoring. However, the notion of altered error monitoring reflected in an altered ERN in SAD is not supported by our data.
Barbara Carretti - One of the best experts on this subject based on the ideXlab platform.
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Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures.
Frontiers in human neuroscience, 2020Co-Authors: Chiara Meneghetti, Enrico Toffalini, Silvia Lanfranchi, Barbara CarrettiAbstract:Environment learning is essential in everyday life. In individuals with Down syndrome (DS), this skill has begun to be examined using virtual exploration. Previous studies showed that individuals with DS can learn and remember paths in terms of sequences of turns and straight stretches, albeit with some difficulty, and this learning is supported by their cognitive abilities. This study further investigates environment learning in the DS population, newly examining their ability to learn a path from actual movements, and to learn increasingly long paths, and how their performance relates to their visuo-spatial abilities and everyday spatial activities. A group of 30 individuals with DS and 30 typically-developing (TD) children matched for receptive vocabulary performed a 4 × 4 Floor Matrix task in a grid comprising 16 squares (total area 2.3 × 2.3 meters). The task involved repeating increasingly long sequences of steps by actually moving in the grid. The sequences were presented in two learning Conditions, called Observation (when participants watched the experimenter's moves), or Map (when they were shown a map reproducing the path). Several visuo-spatial measures were also administered. The results showed a clear difference between the two groups' performance in the individual visuo-spatial measures. In the Floor Matrix task, after controlling for visuo-spatial reasoning ability, both groups benefited to the same degree from the Observation Condition vis-à-vis the Map Condition, and no group differences emerged. In the group with DS, visuo-spatial abilities were more predictive of performance in the Floor Matrix task in the Observation Condition than in the Map Condition. The same was true of the TD group, but this difference was much less clear-cut. The visuo-spatial working memory and visualization tasks were the strongest predictors of Floor Matrix task performance. Finally, the group with DS showed a significant relation between Floor Matrix task performance in the Observation Condition and everyday spatial activity. These results enlarge on what we know about path learning in individuals with DS and its relation to their visuo-spatial abilities. These findings are discussed within the frame of spatial cognition and the atypical development domain.
Chiara Meneghetti - One of the best experts on this subject based on the ideXlab platform.
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Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures.
Frontiers in human neuroscience, 2020Co-Authors: Chiara Meneghetti, Enrico Toffalini, Silvia Lanfranchi, Barbara CarrettiAbstract:Environment learning is essential in everyday life. In individuals with Down syndrome (DS), this skill has begun to be examined using virtual exploration. Previous studies showed that individuals with DS can learn and remember paths in terms of sequences of turns and straight stretches, albeit with some difficulty, and this learning is supported by their cognitive abilities. This study further investigates environment learning in the DS population, newly examining their ability to learn a path from actual movements, and to learn increasingly long paths, and how their performance relates to their visuo-spatial abilities and everyday spatial activities. A group of 30 individuals with DS and 30 typically-developing (TD) children matched for receptive vocabulary performed a 4 × 4 Floor Matrix task in a grid comprising 16 squares (total area 2.3 × 2.3 meters). The task involved repeating increasingly long sequences of steps by actually moving in the grid. The sequences were presented in two learning Conditions, called Observation (when participants watched the experimenter's moves), or Map (when they were shown a map reproducing the path). Several visuo-spatial measures were also administered. The results showed a clear difference between the two groups' performance in the individual visuo-spatial measures. In the Floor Matrix task, after controlling for visuo-spatial reasoning ability, both groups benefited to the same degree from the Observation Condition vis-à-vis the Map Condition, and no group differences emerged. In the group with DS, visuo-spatial abilities were more predictive of performance in the Floor Matrix task in the Observation Condition than in the Map Condition. The same was true of the TD group, but this difference was much less clear-cut. The visuo-spatial working memory and visualization tasks were the strongest predictors of Floor Matrix task performance. Finally, the group with DS showed a significant relation between Floor Matrix task performance in the Observation Condition and everyday spatial activity. These results enlarge on what we know about path learning in individuals with DS and its relation to their visuo-spatial abilities. These findings are discussed within the frame of spatial cognition and the atypical development domain.
