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A16 – Early extinction and the developing brain: a neurodevelopmental approach

Silvia Schneider, Sarah Weigelt

The translational project A16 “Early extinction learning and the developing brain” led by Silvia Schneider and Sarah Weigelt investigates the development of extinction in two critical times for major changes in the developing brain: infancy and adolescence. An innovative research design and state-of-the art neuro-developmental approaches allow the systematic research of qualitative and quantitative developmental transitions in extinction. The project translates for the first time findings from rodent research to humans and opens up future investigations with regard to therapeutic interventions.

Guiding questions of A16:

  • How does the developing hippocampus affect extinction qualitatively (forgetting vs. re-learning) and quantitatively (learning curves, time-to-extinction) during infancy/early childhood?
  • How does the maturing prefontal cortex affect extinction learning during adolescence and in the transition to young adulthood?
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Silvia Schneider

Projektleiterin A16

Ruhr-Universität Bochum

Sarah Weigelt

Projektleiterin A16

Technische Universität Dortmund

Carolin Konrad

Postdoc A16

Ruhr-Universität Bochum

Julie Jagusch-Poirier

Doktorandin A16

Technische Universität Dortmund

6 project-relevant publications

Konrad C, Adolph D, Herbert JS, Neuhoff L, Mohr C, Jagusch-Poirier J, Seehagen S, Weigelt S, Schneider S (2020) A New 3-Day Standardized Eyeblink Conditioning Protocol to Assess Extinction Learning From Infancy to Adulthood. Front Behav Neurosci. 14: 135.

Meissner TW, Walbrin J, Nordt M, Koldewyn K, Weigelt S (2020) Head motion during fMRI tasks is reduced in children and adults if participants take breaks. Dev Cogn Neurosci. 44: 100803.

Nordt M, Semmelmann K, Genç E, Weigelt S (2018) Age-related increase of image-invariance in the fusiform face area. Dev Cogn Neurosci. 31: 46–57.

Seehagen S, Schneider S, Sommer K, La Rocca L, Konrad C (2020) State-Dependent Memory in Infants. Child Dev.https://doi.org/10.1111/cdev.13444

Semmelmann K, Weigelt S (2018) Online webcam-based eye tracking in cognitive science: A first look. Behav Res. 50(2): 451–465.

Zlomuzica A, Schneider S, Konrad C, Merz CJ, Wolf OT, Raeder F, Margraf J (2020) Clinical implications of fear extinction in anxiety disorders. Neuroforum. 26(3): 143–149.

New Year, New Me: The Facts

As the calendar turns to a new year, millions of people around the world commit to New Year’s resolutions, making promises to use the new year as a fresh beginning and an opportunity for transformation. In 2024, almost three-quarters of the British population set themselves New Year’s resolutions — that’s around 40 million people (or the entire population of Canada). This tradition was particularly strong among younger generations, with 96% of Generation Z (aged 18-27) planning resolutions, compared to just 35% of the Silent Generation (aged 79+).

Most common new years resolutions:

  1. Saving more money (52%)
  2. Eat healthier (50%)
  3. Exercise more (48%)
  4. Lose weight (37%)
  5. Spend more time with family/friends (35%)

How long do most resolutions normally last before being broken?

  • Data from America (2016) shows that 75% of individuals maintain their resolutions through the first week. 
  • 64% of individuals maintain their resolutions through the first month. 
  • 46% of individuals in America keep their resolutions past the 6-month mark.

What makes resolutions stick?

Oscarsson et al. (2020) conducted research into what makes New Year’s resolutions stick. Biggest success rates depended on how people phrased their goals. Participants who set approach-oriented goals (trying to move toward or maintain a desirable outcome or state) than those with avoidance-oriented goals (trying to move toward or maintain a desirable outcome or state) were significantly more successful (58.9% vs. 47.1%) at sticking to their goals.

The study also investigates the effects of outside support. These participants received monthly follow-ups and emails with information and exercises for coping with hurdles when striving toward personal goals, and were also encouraged to set goals using the SMART technique and to set interim goals. The group that received some support was exclusively and significantly more successful compared to the groups who received a lot of support or no support at all. 

Additionally, you might feel more successful if you set goals that are measurable in numbers. While success for a person striving to quit smoking or lose weight could easily be measured in the number of cigarettes smoked or body mass index, the success for a person striving to “take better care of themselves” could be highly subjective and possibly impossible to measure.

So as we enter 2026, let’s remember to work with our brain’s natural learning system: Frame your goals positively, break them into manageable steps, and celebrate small wins along the way.