An Event-Related Potential Study of Social Information Processing in Adolescents

Increased social awareness is a hallmark of adolescence. The primary aim of this eventrelated potential study was to investigate whether adolescents, in comparison to adults, would show relatively enhanced early neural processing of complex pictures containing socially-relevant information. A secondary aim was to investigate whether there are also gender and age differences in the ways adolescents and adults process social and nonsocial information. We recorded EEGs from 12–17 year-olds and 25–37 year-olds (N = 59) while they viewed pleasant pictures from the International Affective Picture System. We found age-related amplitude differences in the N1 and the LPP, and gender-related differences in the N2 region for socially-relevant stimuli. Social pictures (featuring mostly young children and adults) elicited larger N1s than nonsocial stimuli in adolescents, but not adults, whereas larger LPPs to social stimuli were seen in adults, but not adolescents. Furthermore, in general, males (regardless of age) showed larger N2s to nonsocial than to social images, but females did not. Our results imply that compared to adults, adolescents show relatively greater initial orientation toward social than toward nonsocial stimuli

Teaching in a flipped classroom.

In this chapter, I describe how I switched to using a flipped class model in an upper-level Sensation and Perception course, by reversing where different types of learning take place. In the flipped model, instead of introducing students to basic concepts in class, they answered guiding questions after watching videos or reading the textbook before attending class. They then spent class time working collaboratively in small groups on more challenging assignments, many of which had been homework assignments in prior (non-flipped) courses. In-class activities consisted of mini-experiments, and other student-centered hands-on learning experiences designed to foster higher-order critical thinking and scientific inquiry skills. Flipping the class provided students with greater support for these more challenging activities and made the course more manageable both for students and for me, the instructor

Improved Student Outcomes in Biological Psychology Courses Through Scaffolded Reading and Writing Assignments.

The American Psychological Association expects graduating psychology majors to be able to read and summarize complex ideas accurately, and to communicate effectively as writers. However, undergraduates often have little explicit instruction and practice in reading and summarizing academic articles, or in psychology-specific writing practices. Consequently, students’ skills as academic readers and writers often fail to meet expectations. In our large public university, writing problems were prevalent in our biological psychology classes. When asked to read and summarize primary sources, students reported that the articles were very difficult to understand, papers commonly included plagiarism, and many students withdrew from the classes. To counteract this, the instructor––first author (JG-F) consulted with an English for Academic Purposes specialist (CD-F) and we created a scaffolded series of homework assignments to help students learn how to read and summarize primary source articles. Students received guided instruction about where to find information in an article and how to take notes using their own words. To help manage the instructor’s time, she spent class time going over common errors and modeling ways to paraphrase and avoid plagiarism. A mastery approach to the homework assignments was fostered by grading several assignments on a complete/incomplete basis. Students who received the intervention had higher writing assignment grades, were more likely to persist in the classes, and were less likely to fail than those who did not receive the intervention. Most students felt that the intervention improved their ability to read and to use primary sources in their writing assignments, and thought that these skills would be transferrable to other courses

Using Role-Play to Enhance Critical Thinking about Ethics in Psychology

In this chapter, I describe a highly structured, student-centered role-play activity. Before coming to class, students read about the Tuskegee Syphilis Study. They then work cooperatively in small groups to decide on how to collectively portray the role of their assigned character from the study. Each group then presents their character\u27s testimonial at a tribunal, with the aim of clarifying the injustices that occurred during the study. The activity is designed to foster collaboration and communication skills and to encourage students to think critically about how this historical study violated ethical standards for conducting research with human subjects. Assessment data suggest that the activity deepens students\u27 understanding about the significance of the study and the purpose of giving informed consent as a research participant

Attentional capture by emotional faces in adolescence

Poor decision making during adolescence occurs most frequently when situations are emotionally charged. However, relatively few studies have measured the development of cognitive control in response to emotional stimuli in this population. This study used both affective (emotional faces) and non-affective (letter) stimuli in two different flanker tasks to assess the ability to ignore task-irrelevant but distracting information, in 25 adults and 25 adolescents. On the non-emotional (letter) flanker task, the presence of incongruent flanking letters increased the number of errors, and also slowed participants’ ability to identify a central letter. Adolescents committed more errors than adults, but there were no age-related differences for the reaction time interference effect in the letter condition. Post-hoc testing revealed that age-related differences on the task were driven by the younger adolescents (11-14 years); adults and older adolescents (15-17 years) were equally accurate in the letter condition. In contrast, on the emotional face flanker task, not only were adolescents less accurate than adults but they were also more distracted by task-irrelevant fearful faces as evidenced by greater reaction time interference effects. Our findings suggest that the ability to self-regulate in adolescents, as evidenced by the ability to suppress irrelevant information on a flanker task, is more difficult when stimuli are affective in nature. The ability to ignore irrelevant flankers appears to mature earlier for non-affective stimuli than for affective stimuli

Student success in Psychology-English learning communities.

Participation in a learning community has been widely recognized as a high impact educational practice. Here, we focus on a highly successful partnership between a psychology professor (JGF) and an English professor (KAH), who codesigned and cotaught a first-year cocurricular (Psychology/English Composition) learning community (LC) course for multiple semesters at a large public Minority/Hispanic Serving Institution in the Northeast. We describe how we created co-curricular links between our courses, which hinged in part on a collaborative podcast assignment based on psychology-themed books. We detail how we built a strong sense of community, designed scaffolded assignments targeting skills, such as information literacy and cooperation, and describe the impact that participation in the learning community had on student success

The Feedback-Related Negativity (FRN) in Adolescents

This study examined age-related differences in the ERP correlates of external feedback processing (i.e., the feedback-related negativity [FRN]) in adolescent and young adult males, using a simple gambling task involving unpredictable monetary losses and gains of low and high magnitude. The FRN was larger after losses than gains, and was modulated by the magnitude of gains, but not the magnitude of losses, for all participants regardless of age. FRN amplitude was larger in adolescents than adults and also discriminated relatively less strongly between gains and losses in adolescents. In addition, the morphology of the waveform after high losses suggests that feedback in this condition may have been processed less efficiently by adolescents. Our results suggest that, although the FRN in adults and adolescents share some common characteristics, the neural processes that generate the FRN are still developing in midadolescence. These findings are discussed in the context of adolescent risk taking

Feedback Processing in Adolescence: An Event-Related Potential Study of Age and Gender Differences

Adolescence has frequently been characterized as a period of increased risk taking, which may be largely driven by maturational changes in neural areas that process incentives. To investigate age- and gender-related differences in reward processing, we recorded event-related potentials (ERPs) from 80 participants in a gambling game, in which monetary wins and losses were either large or small. We measured two ERP components: the feedback-related negativity (FRN) and the feedback P3 (fP3). The FRN was sensitive to the size of a win in both adult (aged 23-35 years) and adolescent (aged 13-17 years) males, but not in females. Small wins appeared to be less rewarding for males than for females, which may in part explain more approach-driven behavior in males in general. Furthermore, adolescent boys showed both delayed FRNs to high losses and less differentiation in FRN amplitude between wins and losses in comparison to girls. The fP3, which is thought to index the salience of the feedback at a more conscious level than the FRN, was also larger in boys than in girls. Taken together, these results imply that higher levels of risk taking that are commonly reported in adolescent males may be driven both by hypersensitivity to high rewards and insensitivity to punishment or losses

ERP Correlates of Malingered Executive Dysfunction

Assessment of malingering has become an integral part of many neuropsychological evaluations, particularly in forensic settings. However, traditional malingering measures are known to be vulnerable to both manipulation and coaching. Consequently, recent research has attempted to identify physiological indices of cognitive functioning that are less susceptible to overt manipulation. While prior studies have explored the validity of physiological assessment of memory deficits, this study evaluates the effectiveness of a physiological measure of executive functioning. This study used EEG recording in conjunction with a three-stimulus oddball design to compare neural responses in simulated malingerers feigning cognitive deficits associated with traumatic brain injury (TBI) and controls. Specifically, the study explored the efficacy of an event-related potential (ERP) known as P3a, which is believed to be an index of frontal lobe executive processes, specifically the attentional orienting response. The results of this study demonstrated that simulated malingerers did not produce a P3a response that was significantly different from control participants. Furthermore, the P3a in simulated malingerers did not demonstrate any of the properties reported in prior studies with TBI patients. Not only were malingerers unable to produce a significant change in their basic orienting response, but the very process of attempting to employ additional strategies to appear impaired produced other physiological markers of deception. Therefore, the P3a component appeared to be unaffected by an individual\u27s motivation or overt performance, which suggests that it may have potential for development as a physiological measure for differentiating between malingerers and those with genuine TBI