TY - JOUR
T1 - The impact of reward, punishment, and frustration on attention in pediatric bipolar disorder
AU - Rich, Brendan A.
AU - Schmajuk, Mariana
AU - Perez-Edgar, Koraly E.
AU - Pine, Daniel S.
AU - Fox, Nathan A.
AU - Leibenluft, Ellen
N1 - Funding Information:
Aspects of this work were presented at the NIMH Pediatric Bipolar Disorder Conference held in Boston, MA, April 2-3, 2004. The conference was supported in part by NIMH Grant 5 U13 MH64077-03. The ideas expressed herein are those of the authors and do not necessarily represent views of the Federal Government, NIMH, or DHHS.
Funding Information:
Research was conducted through the Intramural Research Program of the National Institutes of Health (NIMH). No additional forms of financial support were received.
PY - 2005/10/1
Y1 - 2005/10/1
N2 - Background: Theories in affective neuroscience suggest that mood disorders involve perturbations in attention-emotion interactions. We tested the hypothesis that frustration adversely impacts attention and behavior in children with bipolar disorder (BPD). Methods: Thirty-five children with BPD and 26 normal control subjects completed: 1) a Posner attention task with feedback but no contingencies; 2) an affective Posner with contingencies; and 3) an affective Posner that used rigged feedback to induce frustration. Reaction time (RT) and event-related potential (ERP) data were collected. Results: At baseline (task 1), there were no between-group differences in behavior or ERPs. Children with BPD exhibited reduced parietal P3 amplitude on task 3 only. On trials occurring after negative feedback, control subjects showed decreased RT when contingencies were introduced (task 2), whereas BPD subjects did not. Conclusions: The introduction of contingencies was associated with impaired performance of children with BPD, suggesting deficits in their ability to adapt to changing contingencies. In addition, frustration was associated with disrupted attention allocation in children with BPD. We hypothesize that children with BPD inappropriately deployed attention to their internal frustration rather than to the task, causing impaired performance.
AB - Background: Theories in affective neuroscience suggest that mood disorders involve perturbations in attention-emotion interactions. We tested the hypothesis that frustration adversely impacts attention and behavior in children with bipolar disorder (BPD). Methods: Thirty-five children with BPD and 26 normal control subjects completed: 1) a Posner attention task with feedback but no contingencies; 2) an affective Posner with contingencies; and 3) an affective Posner that used rigged feedback to induce frustration. Reaction time (RT) and event-related potential (ERP) data were collected. Results: At baseline (task 1), there were no between-group differences in behavior or ERPs. Children with BPD exhibited reduced parietal P3 amplitude on task 3 only. On trials occurring after negative feedback, control subjects showed decreased RT when contingencies were introduced (task 2), whereas BPD subjects did not. Conclusions: The introduction of contingencies was associated with impaired performance of children with BPD, suggesting deficits in their ability to adapt to changing contingencies. In addition, frustration was associated with disrupted attention allocation in children with BPD. We hypothesize that children with BPD inappropriately deployed attention to their internal frustration rather than to the task, causing impaired performance.
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U2 - 10.1016/j.biopsych.2005.01.006
DO - 10.1016/j.biopsych.2005.01.006
M3 - Article
C2 - 15953589
AN - SCOPUS:23944511965
SN - 0006-3223
VL - 58
SP - 532
EP - 539
JO - Biological Psychiatry
JF - Biological Psychiatry
IS - 7
ER -