designed for adults is done under the assumption that youth will find the adult-appropriate tasks as engaging as adults do. Second, this also assumes that children and adolescents will comprehend the tasks as well as adults. Third, this approach may be an unfortunate illustration of a broader negligence of making special considerations when studying children and adolescents. For instance, if the investigators are comfortable using tasks that will likely be uninteresting to children and adolescents, one might wonder if the investigators similarly neglected to implement special child-friendly scanning practices (e.g., ensuring the child is comfortable and that the experience is as anxiety-reducing as possible). To ensure making the tasks as youth-friendly as possible, some suggestions include using cartoon or otherwise animated stimuli, ensuring proper response time for children (as a plethora of studies have shown that children have longer reaction times than adults), and making the task as simple as possible without multiple conditions and rules that the child needs to hold online. For example, while seven predictive cues might be reasonable for an adult to keep in mind in the MID task (Knutson et al., 2001), adolescents may find this task demand more difficult (Bjork et al., 2004) and
