The purpose of this ERP P3 study was to test a peer observation manipulation (being observed by a peer versus being alone) on neural markers of attention to reward (win-feedback) and punishment (loss-feedback) during the Balloon Analogue Risk Task. Participants (126 children, 53 % male, 8–10 years; 196 early adolescents, 50 % male, 11–13 years; and 121 mid-adolescents, 52 % male, 14–16 years) were assessed by age group and pubertal status. Individual differences in how participants felt about being observed by a peer, and self-report personality factors, also were examined. Findings indicated that early and mid-adolescents (and individuals in mid-puberty and late-puberty) were sensitive to peer observation as both groups showed larger neural responses to loss-feedback in the peer condition than in the alone condition. Conversely, children (and individuals in pre- and early-puberty) were unaffected by peer observation. In addition, there clearly were individual differences in how rewarding versus anxiety-provoking participants found the peer experience. Early adolescents and mid-adolescents (and individuals in mid- and late-puberty) who reported feeling more anxious about the peer observation elicited larger neural responses to loss-feedback, and individuals in mid- and late-puberty in particular reported higher worry and lower sensation-seeking scores than those who reported a positive experience.

这项 ERP P3 研究的目的是在气球模拟风险任务期间测试对奖励（胜利反馈）和惩罚（损失反馈）的注意神经标记的同伴观察操作（被同伴观察与单独观察）。参与者（126 名儿童，53% 男性，8-10 岁；196 名早期青少年，50% 男性，11-13 岁；和 121 名中青年，52% 男性，14-16 岁）按年龄组和青春期状态进行评估. 参与者对被同龄人观察的感受的个体差异以及自我报告的人格因素也进行了检查。结果表明，早期和中期青少年（以及处于青春期中期和青春期后期的个体）对同伴观察很敏感，因为两组在同伴条件下对损失反馈的神经反应比单独条件下更大。反过来，儿童（以及处于青春期前和青春期早期的个体）不受同伴观察的影响。此外，在奖励与焦虑参与者如何找到同龄人体验方面，显然存在个体差异。报告对同伴观察感到更焦虑的早期青少年和中期青少年（以及处于青春期中期和晚期的个体）引发了对损失反馈的更大神经反应，尤其是处于青春期中期和晚期的个体报告了更高的担忧和寻求感觉的分数低于那些报告积极经历的人。