Topic: response feedback

Acquiring a new skill, such as playing the piano, initially demands significant cognitive control. As one becomes proficient, reliance on cognitive control reduces, enabling skill automation. In adults, this transition is behaviourally evident through improved response times and accuracy, and neurally, by reduced frontal theta power across learning. However, our understanding of this transition throughout developmental stages is limited, especially concerning children and adolescents' ability to disengage cognitive control for skill automation. To address this gap, we measured neural activity