The effects of monetary and social rewards on task performance in children and adolescents: Liking is not enough

Demurie, Ellen; Roeyers, Herbert; Baeyens, Dieter; Sonuga‐Barke, Edmund

doi:10.1002/mpr.1370

Cited by 27 publications

(54 citation statements)

References 47 publications

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“…This finding is only partially consistent with studies of monetary or social rewards in adolescents, which typically show an increase in accuracy on higher value trials (Demurie et al, 2012). Moreover, previous studies in adolescents (Demurie et al, 2012) and adults (Rademacher et al, 2010; Spreckelmeyer et al, 2009; Stern et al, 2011) have also shown that reaction times become faster with increasing reward intensity. Our lack of accuracy and reaction time differences may suggest that a larger monetary discrepancy between high- and low-value trials is necessary to differentially motivate such a heterogeneous population of adolescents.…”

Section: Discussionsupporting

confidence: 67%

Neural correlates of RDoC reward constructs in adolescents with diverse psychiatric symptoms: A Reward Flanker Task pilot study

Bradley

Case

Freed

et al. 2017

Journal of Affective Disorders

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Background There has been growing interest under the Research Domain Criteria initiative to investigate behavioral constructs and their underlying neural circuitry. Abnormalities in reward processes are salient across psychiatric conditions and may precede future psychopathology in youth. However, the neural circuitry underlying such deficits has not been well defined. Therefore, in this pilot, we studied youth with diverse psychiatric symptoms and examined the neural underpinnings of reward anticipation, attainment, and positive prediction error (PPE, unexpected reward gain). Clinically, we focused on anhedonia, known to reflect deficits in reward function. Methods Twenty-two psychotropic medication-free youth, 16 with psychiatric symptoms, exhibiting a full range of anhedonia, were scanned during the Reward Flanker Task. Anhedonia severity was quantified using the Snaith-Hamilton Pleasure Scale. Functional magnetic resonance imaging analyses were false discovery rate corrected for multiple comparisons. Results Anticipation activated a broad network, including the medial frontal cortex and ventral striatum, while attainment activated memory and emotion-related regions such as the hippocampus and parahippocampal gyrus, but not the ventral striatum. PPE activated a right-dominant fronto-temporo-parietal network. Anhedonia was only correlated with activation of the right angular gyrus during anticipation and the left precuneus during PPE at an uncorrected threshold. Limitations Findings are preliminary due to the small sample size. Conclusions This pilot characterized the neural circuitry underlying different aspects of reward processing in youth with diverse psychiatric symptoms. These results highlight the complexity of the neural circuitry underlying reward anticipation, attainment, and PPE. Furthermore, this study underscores the importance of RDoC research in youth.

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Section: Discussionsupporting

confidence: 67%

Neural correlates of RDoC reward constructs in adolescents with diverse psychiatric symptoms: A Reward Flanker Task pilot study

Bradley

Case

Freed

et al. 2017

Journal of Affective Disorders

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“…Material rewards (e.g., money, food) and social rewards (e.g., a smiling face, positive feedback; Demurie, Roeyers, Baeyens & Sonuga-Barke, 2012;Ethridge et al, 2017;Foulkes, Viding, Mccrory & Neumann, 2014) may inspire two different forms of extrinsic motivation. They represent two fundamentally different mechanisms of human motivation (Hansen, Smith & Hansen, 2002;Hussain, Shah & Raza, 2012) and have different effects on human behaviors (Alfandi & Alkahsawneh, 2014;Erbasi & Arat, 2012;Kohls, Peltzer, Herpertz-Dahlmann & Konrad, 2009;Saqib, Abrar, Sabir, Bashir & Baig, 2015;Waqas & Saleem, 2014).…”

Section: Materials and Social Rewardsmentioning

confidence: 99%

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

Xue

Wu³

et al. 2018

Journal of Creative Behavior

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The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between‐groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one‐size‐fits‐all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.

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“…Sixth, one should note that self-reported attitudes towards motivational factors do not necessarily relate to the reinforcing power of these factors; that is, we cannot be sure that these factors are actually capable of influencing behaviour and increasing performance (Demurie et al, 2012). This engagement-performance dissociation might be in line with our result that individuals with internalizing problems (especially peer problems) report to be triggered by social evaluation to engage themselves more, but at the same time seem to exhibit decreased performance in social evaluative contexts (Caouette et al, 2014;Levinson et al, 2014;Stein et al, 2001;Wang et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…The following themes were identified through thematic analyses (Braun & Clarke, ) of semistructured interviews: (a) achieving a sense of togetherness, (b) feeling competent, (c) needing variation, (d) gaining pleasure from applying effort to achieve a goal, (e) valuing social reinforcement, (f) desiring to be absorbed/to forget problems, (g feeling free and independent, (h) attaining material reinforcement, and (i) enjoying bodily stimulation. These themes provide information on the attractiveness (or likability) of activities (including tasks) as a function of their characteristics, but not on the way in which these task elements might be able to influence motivation to perform the task (Demurie, Roeyers, Baeyens, & Sonuga‐Barke, ).…”

Section: Introductionmentioning

confidence: 99%

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Measuring individual differences in task‐related motivation in children and adolescents: Development and validation of a new self‐report measure

Morsink

Sonuga‐Barke

Oord

et al. 2019

Int J Methods Psych Res

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Objectives Task characteristics can alter motivation. Understanding how individuals respond to these characteristics is important in understanding how to adapt tasks to increase engagement of individuals with mental health problems. We describe the development of a self‐report questionnaire quantifying individual differences in task‐related motivation—The Child and Adolescent Motivational Profile (CHAMP). We explore the association with externalizing/internalizing problems. Methods A 64‐item prototype scale was designed to measure how children and adolescents perceive the motivational significance of a range of task characteristics (n = 688; age range: 8–16 years). Parents completed the “Strengths and Difficulties Questionnaire” measuring externalizing and internalizing problems (Van Widenfelt, Goedhart, Treffers & Goodman, 2003). Results Exploratory factor analysis identified eight distinct task characteristics that affected motivation: (a) requiring focus, (b) predictable, (c) marked/graded, (d) rewarded, (e) socially evaluated, (f) cognitively challenging, (g) competitive, and (h) collaborative. A 32‐item scale based on these factors was constructed. Internal consistency of each factor was high (Cronbach's alpha: .79–.91), and test–retest reliability was acceptable (SBC = .43–.65). Externalizing and internalizing problems were associated with a distinct motivational profile. Conclusion These results highlight the multidimensional nature of children and adolescents' task‐related motivation for tasks and the differential links to internalizing and externalizing problems.

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The effects of monetary and social rewards on task performance in children and adolescents: Liking is not enough

Abstract: Introduction:The current study compared the effects of reward anticipation on

Cited by 27 publications

References 47 publications

Neural correlates of RDoC reward constructs in adolescents with diverse psychiatric symptoms: A Reward Flanker Task pilot study

Neural correlates of RDoC reward constructs in adolescents with diverse psychiatric symptoms: A Reward Flanker Task pilot study

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

Measuring individual differences in task‐related motivation in children and adolescents: Development and validation of a new self‐report measure

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