Publication List
Publications
2023
van de Groep, Ilse H.; Bos, Marieke G. N.; Popma, Arne; Crone, Eveline A.; Jansen, Lucres M.
A neurocognitive model of early onset persistent and desistant antisocial behavior in early adulthood Journal Article
In: Frontiers in Human Neuroscience, vol. 17, no. 1100277, 2023.
Abstract | Links | BibTeX | Tags:
@article{nokey,
title = {A neurocognitive model of early onset persistent and desistant antisocial behavior in early adulthood },
author = {Ilse H. van de Groep and Marieke G.N. Bos and Arne Popma and Eveline A. Crone and Lucres M. Jansen },
doi = {10.3389/fnhum.2023.1100277},
year = {2023},
date = {2023-07-18},
urldate = {2023-07-18},
journal = {Frontiers in Human Neuroscience},
volume = {17},
number = {1100277},
abstract = {It remains unclear which functional and neurobiological mechanisms are associated with persistent and desistant antisocial behavior in early adulthood. We reviewed the empirical literature and propose a neurocognitive social information processing model for early onset persistent and desistant antisocial behavior in early adulthood, focusing on how young adults evaluate, act upon, monitor, and learn about their goals and self traits. Based on the reviewed literature, we propose that persistent antisocial behavior is characterized by domain-general impairments in self-relevant and goal-related information processing, regulation, and learning, which is accompanied by altered activity in fronto-limbic brain areas. We propose that desistant antisocial development is associated with more effortful information processing, regulation and learning, that possibly balances self-relevant goals and specific situational characteristics. The proposed framework advances insights by considering individual differences such as psychopathic personality traits, and specific emotional characteristics (e.g., valence of social cues), to further illuminate functional and neural mechanisms underlying heterogenous developmental pathways. Finally, we address important open questions and offer suggestions for future research to improve scientific knowledge on general and context-specific expression and development of antisocial behavior in early adulthood.},
howpublished = {Research Article},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
It remains unclear which functional and neurobiological mechanisms are associated with persistent and desistant antisocial behavior in early adulthood. We reviewed the empirical literature and propose a neurocognitive social information processing model for early onset persistent and desistant antisocial behavior in early adulthood, focusing on how young adults evaluate, act upon, monitor, and learn about their goals and self traits. Based on the reviewed literature, we propose that persistent antisocial behavior is characterized by domain-general impairments in self-relevant and goal-related information processing, regulation, and learning, which is accompanied by altered activity in fronto-limbic brain areas. We propose that desistant antisocial development is associated with more effortful information processing, regulation and learning, that possibly balances self-relevant goals and specific situational characteristics. The proposed framework advances insights by considering individual differences such as psychopathic personality traits, and specific emotional characteristics (e.g., valence of social cues), to further illuminate functional and neural mechanisms underlying heterogenous developmental pathways. Finally, we address important open questions and offer suggestions for future research to improve scientific knowledge on general and context-specific expression and development of antisocial behavior in early adulthood.
van de Groep, Ilse H.; Bos, Marieke G. N.; Jansen, Lucres M.; Popma, Arne; Crone, Eveline A.
Through the looking glass: the neural basis of self-concept in young adults with antisocial trajectories Journal Article
In: Social Cognitive and Affective Neuroscience, vol. 18, no. 1, pp. nsad016, 2023.
Abstract | Links | BibTeX | Tags:
@article{nokey,
title = {Through the looking glass: the neural basis of self-concept in young adults with antisocial trajectories },
author = {Ilse H. van de Groep and Marieke G.N. Bos and Lucres M. Jansen and Arne Popma and Eveline A. Crone},
doi = {https://doi.org/10.1093/scan/nsad016},
year = {2023},
date = {2023-03-13},
urldate = {2023-03-13},
journal = {Social Cognitive and Affective Neuroscience},
volume = {18},
number = {1},
pages = {nsad016},
abstract = {Self-concept is shaped by social experiences, but it is not yet well understood how the neural and behavioral development of self-concept is influenced by a history of antisocial behavior. In this pre-registered study, we examined neural responses to self-evaluations in young adults who engaged with antisocial behavior in childhood and either desisted or persisted in antisocial behavior. A self-concept task was performed by 94 young adults (age range 18–30 years). During the task, participants with a persistent or desistent antisocial trajectory (n = 54) and typically developing young adults (n = 40) rated whether positive and negative traits in different domains (prosocial and physical) described themselves. We examined both the effects of a history of antisocial behavior as well as current heterogeneity in psychopathic traits on self-concept appraisal and its neural underpinnings. Participants endorsed more positive trait statements than negative across domains, which did not differ between antisocial-history groups. However, current psychopathic traits were negatively associated with prosocial self-concept and medial prefrontal cortex activity during self-evaluation. Together, these findings suggest that antisocial tendencies might indeed be reflected in self-concept development of young adults, specifically in the prosocial domain.},
howpublished = {Research Article},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Self-concept is shaped by social experiences, but it is not yet well understood how the neural and behavioral development of self-concept is influenced by a history of antisocial behavior. In this pre-registered study, we examined neural responses to self-evaluations in young adults who engaged with antisocial behavior in childhood and either desisted or persisted in antisocial behavior. A self-concept task was performed by 94 young adults (age range 18–30 years). During the task, participants with a persistent or desistent antisocial trajectory (n = 54) and typically developing young adults (n = 40) rated whether positive and negative traits in different domains (prosocial and physical) described themselves. We examined both the effects of a history of antisocial behavior as well as current heterogeneity in psychopathic traits on self-concept appraisal and its neural underpinnings. Participants endorsed more positive trait statements than negative across domains, which did not differ between antisocial-history groups. However, current psychopathic traits were negatively associated with prosocial self-concept and medial prefrontal cortex activity during self-evaluation. Together, these findings suggest that antisocial tendencies might indeed be reflected in self-concept development of young adults, specifically in the prosocial domain.
2022
Crone, Eveline A.; Green, Kayla; van de Groep, Ilse H.; van der Cruijsen, Renske
A neurocognitive model of self-concept development in adolescence Journal Article
In: Annual Review in Developmental Psychology, 2022.
Abstract | Links | BibTeX | Tags:
@article{nokey,
title = {A neurocognitive model of self-concept development in adolescence},
author = {Eveline A. Crone and Kayla Green and Ilse H. van de Groep and Renske van der Cruijsen },
doi = {https://doi-org/10.1146/annurev-devpsych-120920-023842},
year = {2022},
date = {2022-09-14},
journal = {Annual Review in Developmental Psychology},
abstract = {When and how do changes in self-concept emerge in adolescence and which factors facilitate
positive self-concept development? This review summarizes recent research findings on self-
concept development based on neurocognitive development studies. Self-concept goes through
formative changes in adolescence, including linear and non-linear changes in perspective
taking, social comparison and self-evaluations. In this review we: (1) a present neuroscientific
model of self-concept development by relating processes that drive self-concept changes to
neuroscience discoveries, (2) elaborate on the role of early life experiences and role of
environmental support factors aimed at fostering self-concept development in adolescence. This
review will conclude that self-concept changes pose vulnerabilities as well as opportunities for
adolescent development.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
When and how do changes in self-concept emerge in adolescence and which factors facilitate
positive self-concept development? This review summarizes recent research findings on self-
concept development based on neurocognitive development studies. Self-concept goes through
formative changes in adolescence, including linear and non-linear changes in perspective
taking, social comparison and self-evaluations. In this review we: (1) a present neuroscientific
model of self-concept development by relating processes that drive self-concept changes to
neuroscience discoveries, (2) elaborate on the role of early life experiences and role of
environmental support factors aimed at fostering self-concept development in adolescence. This
review will conclude that self-concept changes pose vulnerabilities as well as opportunities for
adolescent development.
positive self-concept development? This review summarizes recent research findings on self-
concept development based on neurocognitive development studies. Self-concept goes through
formative changes in adolescence, including linear and non-linear changes in perspective
taking, social comparison and self-evaluations. In this review we: (1) a present neuroscientific
model of self-concept development by relating processes that drive self-concept changes to
neuroscience discoveries, (2) elaborate on the role of early life experiences and role of
environmental support factors aimed at fostering self-concept development in adolescence. This
review will conclude that self-concept changes pose vulnerabilities as well as opportunities for
adolescent development.
Green, Kayla; van de Groep, Ilse H.; te Brinke, Lysanne W.; van der Cruijsen, Renske; van Rossenberg, Fabienne; el Marroun, Hannan
A perspective on enhancing representative samples in developmental human neuroscience: Connecting science to society Journal Article
In: Frontiers in Integrative Neuroscience, 2022.
Abstract | Links | BibTeX | Tags:
@article{nokey,
title = {A perspective on enhancing representative samples in developmental human neuroscience: Connecting science to society},
author = {Kayla Green and Ilse H. van de Groep and Lysanne W. te Brinke and Renske van der Cruijsen and Fabienne van Rossenberg and Hannan el Marroun},
doi = {10.3389/fnint.2022.981657},
year = {2022},
date = {2022-09-02},
journal = {Frontiers in Integrative Neuroscience},
abstract = {Marginalized groups are often underrepresented in human developmental
neuroscientific studies. This is problematic for the generalizability of findings
about brain-behavior mechanisms, as well as for the validity, reliability, and
reproducibility of results. In the present paper we discuss selection bias in
cohort studies, which is known to contribute to the underrepresentation
of marginalized groups. First, we address the issue of exclusion bias, as
marginalized groups are sometimes excluded from studies because they do
not fit the inclusion criteria. Second, we highlight examples of sampling
bias. Recruitment strategies are not always designed to reach and attract
a diverse group of youth. Third, we explain how diversity can be lost
due to attrition of marginalized groups in longitudinal cohort studies. We
provide experience- and evidence-based recommendations to stimulate
neuroscientists to enhance study population representativeness via science
communication and citizen science with youth. By connecting science
to society, researchers have the opportunity to establish sustainable and
equal researcher-community relationships, which can positively contribute to
tackling selection biases.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Marginalized groups are often underrepresented in human developmental
neuroscientific studies. This is problematic for the generalizability of findings
about brain-behavior mechanisms, as well as for the validity, reliability, and
reproducibility of results. In the present paper we discuss selection bias in
cohort studies, which is known to contribute to the underrepresentation
of marginalized groups. First, we address the issue of exclusion bias, as
marginalized groups are sometimes excluded from studies because they do
not fit the inclusion criteria. Second, we highlight examples of sampling
bias. Recruitment strategies are not always designed to reach and attract
a diverse group of youth. Third, we explain how diversity can be lost
due to attrition of marginalized groups in longitudinal cohort studies. We
provide experience- and evidence-based recommendations to stimulate
neuroscientists to enhance study population representativeness via science
communication and citizen science with youth. By connecting science
to society, researchers have the opportunity to establish sustainable and
equal researcher-community relationships, which can positively contribute to
tackling selection biases.
neuroscientific studies. This is problematic for the generalizability of findings
about brain-behavior mechanisms, as well as for the validity, reliability, and
reproducibility of results. In the present paper we discuss selection bias in
cohort studies, which is known to contribute to the underrepresentation
of marginalized groups. First, we address the issue of exclusion bias, as
marginalized groups are sometimes excluded from studies because they do
not fit the inclusion criteria. Second, we highlight examples of sampling
bias. Recruitment strategies are not always designed to reach and attract
a diverse group of youth. Third, we explain how diversity can be lost
due to attrition of marginalized groups in longitudinal cohort studies. We
provide experience- and evidence-based recommendations to stimulate
neuroscientists to enhance study population representativeness via science
communication and citizen science with youth. By connecting science
to society, researchers have the opportunity to establish sustainable and
equal researcher-community relationships, which can positively contribute to
tackling selection biases.
Achterberg, Michelle; Becht, Andrik; van der Cruijsen, Renske; van de Groep, Ilse H.; Spaans, Jochem; Klapwijk, Eduard; Crone, Eveline A.
Longitudinal associations between social media use, mental well-being and structural brain development across adolescence Journal Article
In: Developmental Cognitive Neuroscience, vol. 54, 2022.
Abstract | Links | BibTeX | Tags:
@article{achterbergLongitudinalAssociationsSocial2021,
title = {Longitudinal associations between social media use, mental well-being and structural brain development across adolescence},
author = {Michelle Achterberg and Andrik Becht and Renske van der Cruijsen and Ilse H. van de Groep and Jochem Spaans and Eduard Klapwijk and Eveline A. Crone},
doi = {https://doi.org/10.1016/j.dcn.2022.101088},
year = {2022},
date = {2022-04-01},
urldate = {2021-10-08},
journal = {Developmental Cognitive Neuroscience},
volume = {54},
abstract = {Youth of today grow up in a digital social world but the effects on well-being and brain development remain debated. This study tracked longitudinal associations between structural brain development, social media use and mental well-being.
The study demonstrated two pathways of heterogeneity in brain development. First, adolescents who used social media more than their peers showed higher baseline cortical thickness in lateral prefrontal cortex (PFC) and medial PFC; and stronger decreases in the lateral PFC and temporal parietal junction. In contrast, adolescents with lower mental well-being showed lower baseline levels of surface area in the medial PFC and posterior superior temporal sulcus relative to their peers. Whereas the associations between structural brain development and well-being remained significant after correction for multiple testing, the results for social media use did not survive FDR correction.
These findings demonstrate that although social media use and mental well-being were both associated with differential trajectories of brain development, the associations we report are distinct. These results show a nuanced perspective on the presumed relations between social media use and well-being and provide a starting point to further examine neural mechanisms that could explain which adolescents thrive by social media and which might be harmed.},
key = {101088},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Youth of today grow up in a digital social world but the effects on well-being and brain development remain debated. This study tracked longitudinal associations between structural brain development, social media use and mental well-being.
The study demonstrated two pathways of heterogeneity in brain development. First, adolescents who used social media more than their peers showed higher baseline cortical thickness in lateral prefrontal cortex (PFC) and medial PFC; and stronger decreases in the lateral PFC and temporal parietal junction. In contrast, adolescents with lower mental well-being showed lower baseline levels of surface area in the medial PFC and posterior superior temporal sulcus relative to their peers. Whereas the associations between structural brain development and well-being remained significant after correction for multiple testing, the results for social media use did not survive FDR correction.
These findings demonstrate that although social media use and mental well-being were both associated with differential trajectories of brain development, the associations we report are distinct. These results show a nuanced perspective on the presumed relations between social media use and well-being and provide a starting point to further examine neural mechanisms that could explain which adolescents thrive by social media and which might be harmed.
The study demonstrated two pathways of heterogeneity in brain development. First, adolescents who used social media more than their peers showed higher baseline cortical thickness in lateral prefrontal cortex (PFC) and medial PFC; and stronger decreases in the lateral PFC and temporal parietal junction. In contrast, adolescents with lower mental well-being showed lower baseline levels of surface area in the medial PFC and posterior superior temporal sulcus relative to their peers. Whereas the associations between structural brain development and well-being remained significant after correction for multiple testing, the results for social media use did not survive FDR correction.
These findings demonstrate that although social media use and mental well-being were both associated with differential trajectories of brain development, the associations we report are distinct. These results show a nuanced perspective on the presumed relations between social media use and well-being and provide a starting point to further examine neural mechanisms that could explain which adolescents thrive by social media and which might be harmed.
van de Groep, Ilse H.; Bos, Marieke G. N.; Jansen, Lucres M.; Kocevka, Desana; Bexkens, Anika; Cohn, Moran; van Domburgh, Lieke; Popma, Arne; Crone, Eveline A.
In: Neuroimage: Clinical, vol. 34, 2022.
Abstract | Links | BibTeX | Tags:
@article{nokey,
title = {Resisting aggression in social contexts: the influence of life-course persistent antisocial behavior on behavioral and neural responses to social feedback},
author = {Ilse H. van de Groep and Marieke G.N. Bos and Lucres M. Jansen and Desana Kocevka and Anika Bexkens and Moran Cohn and Lieke van Domburgh and Arne Popma and Eveline A. Crone },
doi = {https://doi-org.ezproxy.leidenuniv.nl/10.1016/j.nicl.2022.102973},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {Neuroimage: Clinical},
volume = {34},
abstract = {Early adulthood has long been recognized as a potential turning point for the development of antisocial behavior, due to changes in social contexts and ongoing psychological and neurobiological maturation. However, it remains unclear how different developmental trajectories of antisocial behavior, their neural underpinnings, and individual differences in psychopathic traits may help explain the distinct developmental outcomes of individuals who persist in or desist from antisocial behavior in early adulthood - such as how they respond to others in social contexts. Therefore, in the current study, young adults (aged 18–30, 68% male) with a persistent or desistant antisocial trajectory (N = 54), as well as healthy controls (N = 39), completed the Social Network Aggression Task, during which they received positive, neutral, or negative feedback on a personal profile and got the opportunity to retaliate by blasting a loud noise. On a behavioral level, results indicated that in all groups, negative peer feedback evoked higher retaliatory aggression, compared to positive and neutral feedback. On a neural level, when receiving social feedback, individuals with persistent or desistent trajectories showed both similar and dissociable patterns of neural activity; desisting and persisting trajectory groups showed higher activity in the Insula, and the desisting trajectory group showed higher activity in dlPFC. Finally, when participants retaliated, they showed increased dlPFC and ACC activity following positive relative to neutral and negative feedback, where ACC activity correlated most strongly with inhibition of retaliatory responses in the desisting trajectory group. Together, these findings provide novel insights in dissociable patterns of brain activity that may increase our understanding of the mechanisms underlying different developmental trajectories of antisocial behavior.},
key = {102973},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Early adulthood has long been recognized as a potential turning point for the development of antisocial behavior, due to changes in social contexts and ongoing psychological and neurobiological maturation. However, it remains unclear how different developmental trajectories of antisocial behavior, their neural underpinnings, and individual differences in psychopathic traits may help explain the distinct developmental outcomes of individuals who persist in or desist from antisocial behavior in early adulthood - such as how they respond to others in social contexts. Therefore, in the current study, young adults (aged 18–30, 68% male) with a persistent or desistant antisocial trajectory (N = 54), as well as healthy controls (N = 39), completed the Social Network Aggression Task, during which they received positive, neutral, or negative feedback on a personal profile and got the opportunity to retaliate by blasting a loud noise. On a behavioral level, results indicated that in all groups, negative peer feedback evoked higher retaliatory aggression, compared to positive and neutral feedback. On a neural level, when receiving social feedback, individuals with persistent or desistent trajectories showed both similar and dissociable patterns of neural activity; desisting and persisting trajectory groups showed higher activity in the Insula, and the desisting trajectory group showed higher activity in dlPFC. Finally, when participants retaliated, they showed increased dlPFC and ACC activity following positive relative to neutral and negative feedback, where ACC activity correlated most strongly with inhibition of retaliatory responses in the desisting trajectory group. Together, these findings provide novel insights in dissociable patterns of brain activity that may increase our understanding of the mechanisms underlying different developmental trajectories of antisocial behavior.
2021
van de Groep, Ilse H.; Bos, Marieke G. N.; Jansen, Lucres M.; Achterberg, Michelle; Popma, Arne; Crone, Eveline A.
Overlapping and distinct neural correlates of self-evaluations and self-regulation from the perspective of self and others Journal Article
In: Neuropsychologia, vol. 161, no. 108000, 2021.
Abstract | Links | BibTeX | Tags:
@article{vandegroepOverlappingDistinctNeural2021,
title = {Overlapping and distinct neural correlates of self-evaluations and self-regulation from the perspective of self and others},
author = {Ilse H. van de Groep and Marieke G.N. Bos and Lucres M. Jansen and Michelle Achterberg and Arne Popma and Eveline A. Crone},
url = {https://www.sciencedirect.com/science/article/pii/S0028393221002530},
doi = {10.1016/j.neuropsychologia.2021.108000},
year = {2021},
date = {2021-10-15},
journal = {Neuropsychologia},
volume = {161},
number = {108000},
abstract = {Prior research has implicated the medial and lateral prefrontal cortex (PFC) in processing evaluations from the perspective of self (self-traits) and evaluations from others (peer feedback), suggesting that these areas form a neural substrate that serves an intertwined function in monitoring self in relation to others. To test this possibility, we examined neural activation overlap in medial and lateral PFC after processing self- and other-informed evaluations. Young adults (age range 18–30-yrs, n = 40) performed two fMRI tasks. The self-concept task involved rating whether positive and negative traits described themselves. The Social Network Aggression Task involved processing positive, neutral or negative feedback from others, with the possibility to retaliate by blasting a loud noise following feedback. The results show that rating positive self traits and receiving positive peer feedback was associated with increased activity in an overlapping region in medial PFC. There were no significant correlations on a behavioral level and medial PFC activity for self-versus-other evaluations. The study further replicated the finding from previous research showing that higher activity in dorsolateral PFC (dlPFC) when receiving negative social feedback was associated with reduced noise blast aggression. Finally, during retaliatory responses after receiving positive feedback, participants showed increased activity in the dlPFC. Together these findings suggest that medial PFC is more strongly involved in protecting positive self-views from both internal (self traits) and external (peer feedback) points of view, whereas dlPFC is more strongly involved in regulating retaliatory responses following social rejection, and actively inhibiting aggressive behavior after receiving positive peer feedback.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Prior research has implicated the medial and lateral prefrontal cortex (PFC) in processing evaluations from the perspective of self (self-traits) and evaluations from others (peer feedback), suggesting that these areas form a neural substrate that serves an intertwined function in monitoring self in relation to others. To test this possibility, we examined neural activation overlap in medial and lateral PFC after processing self- and other-informed evaluations. Young adults (age range 18–30-yrs, n = 40) performed two fMRI tasks. The self-concept task involved rating whether positive and negative traits described themselves. The Social Network Aggression Task involved processing positive, neutral or negative feedback from others, with the possibility to retaliate by blasting a loud noise following feedback. The results show that rating positive self traits and receiving positive peer feedback was associated with increased activity in an overlapping region in medial PFC. There were no significant correlations on a behavioral level and medial PFC activity for self-versus-other evaluations. The study further replicated the finding from previous research showing that higher activity in dorsolateral PFC (dlPFC) when receiving negative social feedback was associated with reduced noise blast aggression. Finally, during retaliatory responses after receiving positive feedback, participants showed increased activity in the dlPFC. Together these findings suggest that medial PFC is more strongly involved in protecting positive self-views from both internal (self traits) and external (peer feedback) points of view, whereas dlPFC is more strongly involved in regulating retaliatory responses following social rejection, and actively inhibiting aggressive behavior after receiving positive peer feedback.
2020
Westhoff, Bianca; Koele, Iris; van de Groep, Ilse H.
Social Learning and the Brain: How Do We Learn From and About Other People? Journal Article
In: Frontiers for Young Minds, 2020.
Abstract | Links | BibTeX | Tags:
@article{biancawesthoffSocialLearningBrain,
title = {Social Learning and the Brain: How Do We Learn From and About Other People?},
author = {Bianca Westhoff and Iris Koele and Ilse H. van de Groep },
url = {https://kids.frontiersin.org/articles/10.3389/frym.2020.00095},
year = {2020},
date = {2020-08-05},
urldate = {2020-08-05},
journal = {Frontiers for Young Minds},
abstract = {When you think about learning, you probably think about things you are taught at school. But have you ever realized you use a different type of learning as well, on a daily basis? This type of learning is called social learning, and it has to do with the people around you. That is, you learn from and about others by watching and interacting with them. For example, seeing someone else’s mistakes may teach you to avoid falling into the same trap. Although social learning happens very often, you may not yet know much about it. However, social learning is very important because it helps us to learn more efficiently and to determine how best to behave around others. In this article, we introduce two different types of social learning, and explain how your brain plays an important role.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
When you think about learning, you probably think about things you are taught at school. But have you ever realized you use a different type of learning as well, on a daily basis? This type of learning is called social learning, and it has to do with the people around you. That is, you learn from and about others by watching and interacting with them. For example, seeing someone else’s mistakes may teach you to avoid falling into the same trap. Although social learning happens very often, you may not yet know much about it. However, social learning is very important because it helps us to learn more efficiently and to determine how best to behave around others. In this article, we introduce two different types of social learning, and explain how your brain plays an important role.
2019
van den Hout, Marcel; van Dis, Eva A. M.; van Woudenberg, Clair; van de Groep, Ilse H.
OCD-like checking in the lab: A meta-analysis and improvement of an experimental paradigm Journal Article
In: Journal of Obsessive-Compulsive and Related Disorders, vol. 20, pp. 39-49, 2019.
Abstract | Links | BibTeX | Tags:
@article{vandenhoutOCDlikeCheckingLab2019,
title = {OCD-like checking in the lab: A meta-analysis and improvement of an experimental paradigm},
author = {Marcel van den Hout and Eva A.M. van Dis and Clair van Woudenberg and Ilse H. van de Groep },
doi = {https://doi.org/10.1016/j.jocrd.2017.11.006},
year = {2019},
date = {2019-01-01},
journal = {Journal of Obsessive-Compulsive and Related Disorders},
volume = {20},
pages = {39-49},
abstract = {Van den Hout and Kindt (2003a) developed a Virtual Gas Stove Checking paradigm. They demonstrated that repeated checking resulted in lower confidence and reduced the vividness and detail of recollections. Over the past decades, many experiments have used (an adaptation of) this experimental paradigm to study phenomena related to obsessive compulsive disorders (OCD). The first aim of the present study was to conduct a meta-analysis of experiments (k = 28; N = 1662) on the repeated checking paradigm. Repeated checking was found to have large effects on decreases in memory confidence, vividness and detail. Unexpectedly, repeated checking also produced small reductions in memory accuracy. The second aim of the present study was to develop an improved version of the checking paradigm in which 1) stimuli presentations were fully balanced; and 2) the checking latency was comparable across stimuli in order to 3) assess actual checking behavior. The improved version (Virtual checking task 2.0) replicated earlier findings on meta-memory.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Van den Hout and Kindt (2003a) developed a Virtual Gas Stove Checking paradigm. They demonstrated that repeated checking resulted in lower confidence and reduced the vividness and detail of recollections. Over the past decades, many experiments have used (an adaptation of) this experimental paradigm to study phenomena related to obsessive compulsive disorders (OCD). The first aim of the present study was to conduct a meta-analysis of experiments (k = 28; N = 1662) on the repeated checking paradigm. Repeated checking was found to have large effects on decreases in memory confidence, vividness and detail. Unexpectedly, repeated checking also produced small reductions in memory accuracy. The second aim of the present study was to develop an improved version of the checking paradigm in which 1) stimuli presentations were fully balanced; and 2) the checking latency was comparable across stimuli in order to 3) assess actual checking behavior. The improved version (Virtual checking task 2.0) replicated earlier findings on meta-memory.
2017
van de Groep, Ilse H.; de Haas, Lucas M.; Schutte, Iris; Bijleveld, Erik
Spontaneous eye blink rate (EBR) predicts poor performance in high-stakes situations Journal Article
In: International Journal of Psychophysiology, vol. 119, pp. 50-57, 2017.
Abstract | Links | BibTeX | Tags:
@article{vandegroepSpontaneousEyeBlink2017,
title = {Spontaneous eye blink rate (EBR) predicts poor performance in high-stakes situations},
author = {Ilse H. van de Groep and Lucas M. de Haas and Iris Schutte and Erik Bijleveld},
url = {ub},
doi = {https://doi.org/10.1016/j.ijpsycho.2017.01.009},
year = {2017},
date = {2017-09-01},
urldate = {2017-09-01},
journal = {International Journal of Psychophysiology},
volume = {119},
pages = {50-57},
abstract = {Although the existence of ‘choking under pressure’ is well-supported by research, its biological underpinnings are less clear. In this research, we examined two individual difference variables that may predict whether people are likely to perform poorly in high-incentive conditions: baseline eye blink rate (EBR; reflecting dopamine system functioning) and baseline anterior hemispheric asymmetry (an indicator of goal-directed vs. stimulus driven processing). Participants conducted a switch task under control vs. incentive conditions. People low in EBR were generally capable of improving their performance when incentives were at stake, whereas people high in EBR were not. Hemispheric asymmetry did not predict performance. These findings are consistent with the idea that suboptimal performance in high-stakes conditions may stem from the neuromodulatory effects of dopamine.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Although the existence of ‘choking under pressure’ is well-supported by research, its biological underpinnings are less clear. In this research, we examined two individual difference variables that may predict whether people are likely to perform poorly in high-incentive conditions: baseline eye blink rate (EBR; reflecting dopamine system functioning) and baseline anterior hemispheric asymmetry (an indicator of goal-directed vs. stimulus driven processing). Participants conducted a switch task under control vs. incentive conditions. People low in EBR were generally capable of improving their performance when incentives were at stake, whereas people high in EBR were not. Hemispheric asymmetry did not predict performance. These findings are consistent with the idea that suboptimal performance in high-stakes conditions may stem from the neuromodulatory effects of dopamine.
English