Article Figures & Data
Figures
- Figure 1.
Schematic of the task. The design involved five learning blocks with 48 trials each (24 per learning condition, randomly intermixed). Each block involved a new set of four stimuli (two per learning condition). Feedback was deterministic.
- Figure 2.
A, Accuracy in proportion correct (y-axis) averaged into six equally large trial bins (x-axis) displayed separately for the positive learning condition (left) and the negative learning condition (right). Younger adults are shown in black, older adults are shown in gray. Error bars reflect the SEM. B, RTs in milliseconds (y-axis) averaged into six equally large trial bins (x-axis) displayed separately for the negative learning condition (left) and the positive learning condition (right). Younger adults are shown in black, older adults are shown in gray. Error bars reflect the SEM.
- Figure 3.
A, Significant activations (t statistics) for the positive learning condition across age groups. BOLD activity is time locked to feedback onset. Activations are significant at p < 0.05, corrected for multiple comparisons. B, Significant activations (t statistics) for the negative learning condition across age groups. BOLD activity is time-locked to feedback onset. Activations are significant at p < 0.05, corrected for multiple comparisons. C, Significant main effect of age group in the positive learning condition in the ventromedial PFC (Talairach coordinates: −6, 39, 0, t statistics, significant at p < 0.001, cluster size >20 voxels).
- Figure 4.
A, Time courses for activity in the vmPFC and vStr (Fig. 3A) for the positive learning condition (+50 and −00 outcomes, left) and the negative learning condition (−50 and +00 outcomes, middle) separately for younger adults (black) and older adults (gray). Right: Difference in percentage signal change between positive and neutral outcomes (positive learning) and negative and neutral outcomes (negative learning) separately for younger adults (black) and older adults (gray). B, Time courses for activity in the SMA/ACC and dlPFC (Fig. 3B) for the positive learning condition (+50 and *00 outcomes, left) and the negative learning condition (−50 and *00 outcomes, middle) separately for younger adults (black) and older adults (gray). Right: Difference in percentage signal change between positive and neutral outcomes (positive learning) and negative and neutral outcomes (negative learning) separately for younger adults (black) and older adults (gray).
- Figure 5.
A, Significant within-subject correlations (t statistics) between BOLD activity and prediction error estimates for the positive learning condition across age groups. Activations are significant at p < 0.05, corrected for multiple comparisons. B, Significant within-subject correlations (t statistics) between BOLD activity and prediction error estimates for the negative learning condition across age groups. Activations are significant at p < 0.05, corrected for multiple comparisons. C, Significant age differences in the correlations between BOLD activity and prediction error estimates for the positive learning condition in the ventromedial PFC (Talairach coordinates: −7, 42, −1) and vStr (Talairach coordinates: 12, 5, −1; t statistics, significant at p < 0.001, cluster size >20 voxels).
- Figure 6.
A, Conjunction analysis for learning conditions. Green: Areas activated in the positive learning condition (contrast: +50 > −00). Orange: Areas activated in the negative learning condition (contrast: −50 > +00). Red: areas activated in both learning conditions (conjunction). All activations significant at p < 0.005, cluster size >20 voxels. B, Conjunction analysis for prediction-error related activity. Green: Areas activated in the positive learning condition (contrast: +50 > −00). Orange: Areas activated in the negative learning condition (contrast: −50 > +00). Red: Areas activated in both learning conditions (conjunction). All activations significant at p < 0.005, cluster size >20 voxels.
