Keywords
Reward-Based Learning, ADHD Symptoms, Mood Symptoms, ERP, FRN
Abstract
Reward-based learning is the ability to alter our future behavior following a novel reward. Dysregulation in this system has been linked to different forms of adult and pediatric psychopathologies such as mood disorders, for which it has proved to be an important treatment target given its link to broader health outcomes for these disorders. However, more research is needed to better understand its underlying mechanisms in the pediatric population. The current study examined how probabilistic reward learning, feedback-related negativity (FRN; an event-related potential from EEG), and dimensional ADHD symptom severity relate in adolescents with prominent mood symptoms. The final sample included 36 adolescents (72.2% female; aged 13 to 17) who completed a Probabilistic Reward Task (PRT) during EEG recording. Results revealed an inverse relationship between FRN mean amplitude and the reward learning score, independent of mood and ADHD symptoms. We also found that teens with increased overall ADHD symptom severity showed a larger (i.e., more negative voltage) FRN amplitude and a lower reward learning score. Exploratory analyses also showed that as ADHD inattentive symptom severity increased, FRN mean amplitude became more negative and reward learning score decreased. No significant relationship was found with ADHD hyperactive/impulsive symptom severity. In conclusion, our results showed that a poor modulation of behavior based on prior reward contingencies was related to an increase in dimensional ADHD symptom severity in a sample of adolescents with prominent mood difficulties. This behavioral dysfunction was also reflected by a blunted neural habituation to reward feedback as evidenced by a larger FRN mean amplitude. Additionally, exploratory analyses highlighted how the relationship between overall ADHD symptom severity and FRN may be driven especially by symptoms of inattention vs. hyperactivity/impulsivity. Results suggest deficits in reward learning that could impact response to behavioral therapies in youth with mood disorders and comorbid inattentive ADHD.
Completion Date
2024
Semester
Summer
Committee Chair
Bedwell, Jeffrey
Degree
Doctor of Philosophy (Ph.D.)
College
College of Sciences
Department
Psychology
Format
application/pdf
Identifier
DP0028565
URL
https://purls.library.ucf.edu/go/DP0028565
Language
English
Release Date
8-15-2024
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Salgari, Giulia C., "Feedback-Related Negativity, Reward-Based Learning, and ADHD Symptoms: Preliminary Findings in a Pediatric Sample with Prominent Mood Symptoms" (2024). Graduate Thesis and Dissertation 2023-2024. 361.
https://stars.library.ucf.edu/etd2023/361
Accessibility Status
Meets minimum standards for ETDs/HUTs