Poster C34, Sunday, March 26, 5:00 – 7:00 pm, Pacific Concourse
Cognitive Control and Adaptive Learning in Adolescents
Ilyoung Kim1, Jeanyung Chey1; 1Seoul National University
Successful adaptation is crucial for everyday-life functioning, especially for the adolescents who are in education courses. In this process, not only the final achievement but also the learning trajectories are important, reflecting individual differences in efficiency. At this point, cognitive control, the ability to make a goal-directed decision despite distracting stimuli could be influential. However, less is known about the exact relationship between cognitive control ability and adaptive learning. Here the main questions are whether those with more attentional resources also learn faster and better by common neural mechanism, and whether this instant adaptation process could predict the longer-term learning trajectory. In this study, 66 eighth-grade students underwent task fMRI using multi-source interference task[MSIT](Bush & Shin, 2006). RT difference between incongruent and congruent trial was used as interference index and the time taken until one gets the minimum incongruent RT was used as learning speed. There was no correlation between cognitive control ability and learning speed. When comparing activation patterns, the spatial map positively associated with learning speed shared some of the regions which were positively related to RT difference, while both were included in MSIT main-effect map. Further, the learning clusters overlapped with the clusters where the activation changed after 6-week cognitive control training. All together, these demonstrate that the adolescents who strived to learn faster used their attentional resources fully but not successfully, resulting lower performance for a limited time. Nevertheless, this short-term adaptation process helped changing neural activation as well as behavioural performance in the long-term perspective.
Topic Area: EXECUTIVE PROCESSES: Development & aging