Reinforcement learning and emotional lability in ADHD

ADHD is very prevalent and impairing. Amongst others reinforcement learning [in partial reinforcement and extinction] deficits and emotional lability are considered core to ADHD. Behavioural interventions for ADHD are based on reinforcement learning mechanisms i.e. changing behaviour through manipulating reinforcement or punishment. However, three important factors have largely been ignored in ADHD treatment studies: first; the fact that daily life reinforcement is usually partial rather than continuous; second the fact that punishment may result in counterproductive effects in ADHD; and third the potential negative effect of emotional lability in ADHD on reinforcement learning and punishment [Amsel’s Frustration Theory]. According to Amsel not getting an expected reinforcer brings on negative emotional consequences and frustration that impair effective learning and may even cause elevated activity. This effect may be more pronounced in ADHD, due to their characteristic emotional lability. This project explores the interplay between reinforcement learning, punishment and emotional lability/activity in children with and without ADHD on learning tasks, and explores ways how the deficits in reinforcement learning may be overcome. Also, the relationship with response to our task manipulations and emotional lability in daily life is explored. Acquired knowledge of this project is relevant for understanding ADHD and for enhancing behavioural interventions’ effectiveness.