Chi Wong

Attention-deficit hyperactivity disorder is typically characterized as a disorder of inattention and hyperactivity/impulsivity but there is increasing evidence of deficits in motivation. Using positron emission tomography, we showed decreased function in the brain dopamine reward pathway in adults with ADHD, which, we hypothesized, could underlie the motivation deficits in this disorder. To evaluate this hypothesis, we performed secondary analyses to assess the correlation between the PET measures of dopamine D2/D3 receptor and dopamine transporter availability in the dopamine reward pathway and a surrogate measure of trait motivation in 45 ADHD participants and 41 controls. The Achievement scale was lower in ADHD participants than in controls and was significantly correlated with D2/D3 receptors and transporters in ADHD participants, but not in controls. ADHD participants also had lower values in the Constraint factor and higher values in the Negative Emotionality factor of the MPQ but did not differ in the Positive Emotionality factor - and none of these were correlated with the dopamine measures. In ADHD participants, scores in the Achievement scale were also negatively correlated with symptoms of inattention. These findings provide evidence that disruption of the dopamine reward pathway is associated with motivation deficits in ADHD adults, which may contribute to attention deficits and supports the use of therapeutic interventions to enhance motivation in ADHD. © 2011 Macmillan Publishers Limited All rights reserved.

Peer-assisted learning has the potential to improve learning in academic settings and beyond. However, the cognitive and motivational mechanisms of learning through interaction with other learners are not fully understood. Here, we present an empirical study in which we compare a peer-assisted learning condition with two individual learning conditions. The empirical findings suggest that both positive and negative peer effects occurred. On the positive side, learners placed in a peer-assisted learning condition allocated more time to practice and they benefited from selectively interacting with the more knowledgeable peers. On the negative side, error exposure and increased cognitive load may have hindered learning in the peer-assisted learning condition. A computational cognitive model developed in the ACT-R cognitive architecture is presented and used to explain the mechanisms of knowledge spillover, trust, and error exposure. This research has implications for designing collaborative learning protocols to increase human collective intelligence and designing artificial intelligence systems that can support human−machine teaming.