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@ARTICLE{OberwellandWeiss:890479,
      author       = {Oberwelland Weiss, E. and Kruppa, Jana and Fink, Gereon R.
                      and Herpertz-Dahlmann, Beate and Konrad, Kerstin and
                      Schulte-Rüther, Martin},
      title        = {{D}evelopmental {D}ifferences in {P}robabilistic {R}eversal
                      {L}earning: {A} {C}omputational {M}odeling {A}pproach},
      journal      = {Frontiers in neuroscience},
      volume       = {14},
      issn         = {1662-453X},
      address      = {Lausanne},
      publisher    = {Frontiers Research Foundation},
      reportid     = {FZJ-2021-00989},
      pages        = {536596},
      year         = {2021},
      abstract     = {Cognitive flexibility helps us to navigate through our
                      ever-changing environment and has often been examined by
                      reversal learning paradigms. Performance in reversal
                      learning can be modeled using computational modeling which
                      allows for the specification of biologically plausible
                      models to infer psychological mechanisms. Although such
                      models are increasingly used in cognitive neuroscience,
                      developmental approaches are still scarce. Additionally,
                      though most reversal learning paradigms have a comparable
                      design regarding timing and feedback contingencies, the type
                      of feedback differs substantially between studies. The
                      present study used hierarchical Gaussian filter modeling to
                      investigate cognitive flexibility in reversal learning in
                      children and adolescents and the effect of various feedback
                      types. The results demonstrate that children make more
                      overall errors and regressive errors (when a previously
                      learned response rule is chosen instead of the new correct
                      response after the initial shift to the new correct target),
                      but less perseverative errors (when a previously learned
                      response set continues to be used despite a reversal)
                      adolescents. Analyses of the extracted model parameters of
                      the winning model revealed that children seem to use new and
                      conflicting information less readily than adolescents to
                      update their stimulus-reward associations. Furthermore, more
                      subclinical rigidity in everyday life (parent-ratings) is
                      related to less explorative choice behavior during the
                      probabilistic reversal learning task. Taken together, this
                      study provides first-time data on the development of the
                      underlying processes of cognitive flexibility using
                      computational modeling.},
      cin          = {INM-3 / INM-11},
      ddc          = {610},
      cid          = {I:(DE-Juel1)INM-3-20090406 / I:(DE-Juel1)INM-11-20170113},
      pnm          = {525 - Decoding Brain Organization and Dysfunction
                      (POF4-525) / 5251 - Multilevel Brain Organization and
                      Variability (POF4-525)},
      pid          = {G:(DE-HGF)POF4-525 / G:(DE-HGF)POF4-5251},
      typ          = {PUB:(DE-HGF)16},
      pubmed       = {33536865},
      UT           = {WOS:000613265600001},
      doi          = {10.3389/fnins.2020.536596},
      url          = {https://juser.fz-juelich.de/record/890479},
}