Decision-Making in Adolescents According to reaction Time, HEG and PASS

Background: The Planning, Attention, Simultaneous and Successive (PASS) theory of intelligence allows us cognitive assessment. Hemoencephalography (HEG) allows us to assess cortical prefrontal activity. Reaction time (RT) allows us to assess decision-making. We aim to find teenager profile according...

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Autores: Pérez Álvarez, Frederic, Serra Sala, Mireia, Timoneda Gallart, Carme
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/13335
Acceso en línea:http://hdl.handle.net/10256/13335
Access Level:acceso abierto
Palabra clave:Decisió, Presa de
Decision-making
Adolescents
Teenagers
Adolescència
Adolescence
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spelling Decision-Making in Adolescents According to reaction Time, HEG and PASSPérez Álvarez, FredericSerra Sala, MireiaTimoneda Gallart, CarmeDecisió, Presa deDecision-makingAdolescentsTeenagersAdolescènciaAdolescenceBackground: The Planning, Attention, Simultaneous and Successive (PASS) theory of intelligence allows us cognitive assessment. Hemoencephalography (HEG) allows us to assess cortical prefrontal activity. Reaction time (RT) allows us to assess decision-making. We aim to find teenager profile according to the PASS, HEG, and RT. Methods and findings: 59 secondary education adolescent students (30 females and 29 males, 14-16- year-old, mean=15.29, SD=0.67) were tested by two RT + HEG experiments. Stimuli of experiment 1 were cognitive and emotional dilemmas as displayed sentences or images. Stimuli of experiment 2 were shocking, unpleasant, and pleasant pictures with music or without music. PASS assessment was performed. We used oneway ANOVA (F-test) and correlation analysis. Longer reaction time was found in emotional dilemmas than cognitive items (p=0.000). The HEG activity deviation from baseline was not consistent in both cognitive and emotional processing and the statistically significant value showed remarkable variability. HEG-activity differences at statistically significant level between cognitive and emotional processing were not found, indicating that both cognitive and emotional tasks scored close together. All this means atypical pattern related to adult pattern. Poorer planning, attention, and successive was associated with poorer academic performance (p=0.00). Conclusion: A longer RT in emotional decision-making along with a simultaneously atypical HEG activity and all this associated with the relationship between poorer planning and poorer academic performance makes it reasonable that an imbalance between cognition and emotion in adolescence (relative to adulthood) contributes to adolescent personality. This imbalance is hypothesized to result in distinct patterns of activity shown in fMRI, and – we hypothesize – HEG in adolescence. Further HEG studies are neededInternet Medical Publishing2016info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10256/13335http://hdl.handle.net/10256/13335Journal of Neurology and Neuroscience, 2016, vol. 7, núm. 5Articles publicats (D-P)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.21767/2171-6625.1000156info:eu-repo/semantics/altIdentifier/eissn/2171-6625Attribution 3.0 Spainhttp://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/133352026-05-29T05:05:01Z
dc.title.none.fl_str_mv Decision-Making in Adolescents According to reaction Time, HEG and PASS
title Decision-Making in Adolescents According to reaction Time, HEG and PASS
spellingShingle Decision-Making in Adolescents According to reaction Time, HEG and PASS
Pérez Álvarez, Frederic
Decisió, Presa de
Decision-making
Adolescents
Teenagers
Adolescència
Adolescence
title_short Decision-Making in Adolescents According to reaction Time, HEG and PASS
title_full Decision-Making in Adolescents According to reaction Time, HEG and PASS
title_fullStr Decision-Making in Adolescents According to reaction Time, HEG and PASS
title_full_unstemmed Decision-Making in Adolescents According to reaction Time, HEG and PASS
title_sort Decision-Making in Adolescents According to reaction Time, HEG and PASS
dc.creator.none.fl_str_mv Pérez Álvarez, Frederic
Serra Sala, Mireia
Timoneda Gallart, Carme
author Pérez Álvarez, Frederic
author_facet Pérez Álvarez, Frederic
Serra Sala, Mireia
Timoneda Gallart, Carme
author_role author
author2 Serra Sala, Mireia
Timoneda Gallart, Carme
author2_role author
author
dc.subject.none.fl_str_mv Decisió, Presa de
Decision-making
Adolescents
Teenagers
Adolescència
Adolescence
topic Decisió, Presa de
Decision-making
Adolescents
Teenagers
Adolescència
Adolescence
description Background: The Planning, Attention, Simultaneous and Successive (PASS) theory of intelligence allows us cognitive assessment. Hemoencephalography (HEG) allows us to assess cortical prefrontal activity. Reaction time (RT) allows us to assess decision-making. We aim to find teenager profile according to the PASS, HEG, and RT. Methods and findings: 59 secondary education adolescent students (30 females and 29 males, 14-16- year-old, mean=15.29, SD=0.67) were tested by two RT + HEG experiments. Stimuli of experiment 1 were cognitive and emotional dilemmas as displayed sentences or images. Stimuli of experiment 2 were shocking, unpleasant, and pleasant pictures with music or without music. PASS assessment was performed. We used oneway ANOVA (F-test) and correlation analysis. Longer reaction time was found in emotional dilemmas than cognitive items (p=0.000). The HEG activity deviation from baseline was not consistent in both cognitive and emotional processing and the statistically significant value showed remarkable variability. HEG-activity differences at statistically significant level between cognitive and emotional processing were not found, indicating that both cognitive and emotional tasks scored close together. All this means atypical pattern related to adult pattern. Poorer planning, attention, and successive was associated with poorer academic performance (p=0.00). Conclusion: A longer RT in emotional decision-making along with a simultaneously atypical HEG activity and all this associated with the relationship between poorer planning and poorer academic performance makes it reasonable that an imbalance between cognition and emotion in adolescence (relative to adulthood) contributes to adolescent personality. This imbalance is hypothesized to result in distinct patterns of activity shown in fMRI, and – we hypothesize – HEG in adolescence. Further HEG studies are needed
publishDate 2016
dc.date.none.fl_str_mv 2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/13335
http://hdl.handle.net/10256/13335
url http://hdl.handle.net/10256/13335
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.21767/2171-6625.1000156
info:eu-repo/semantics/altIdentifier/eissn/2171-6625
dc.rights.none.fl_str_mv Attribution 3.0 Spain
http://creativecommons.org/licenses/by/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 3.0 Spain
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Internet Medical Publishing
publisher.none.fl_str_mv Internet Medical Publishing
dc.source.none.fl_str_mv Journal of Neurology and Neuroscience, 2016, vol. 7, núm. 5
Articles publicats (D-P)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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