Abstract
Negative feedback can signal poor performance, but it also provides information that can help learners reach the goal of task
mastery. The primary aim of this study was to test the hypothesis that the amount of information provided by negative feedback
during a paired-associate learning task influences feedback-related processing in the caudate nucleus. To do this, we manipulated
the number of response options: With two options, positive and negative feedback provide equal amounts of information, whereas
with four options, positive feedback provides more information than does negative feedback. We found that positive and negative
feedback activated the caudate similarly when there were two response options. With four options, the caudate’s response to
negative feedback was reduced. A secondary goal was to investigate the link between brain-based measures of feedback-related
processing and behavioral indices of learning. Analysis of the posttest measures showed that trials with positive feedback
were associated with higher posttest confidence ratings. Additionally, when positive feedback was delivered, caudate activity
was greater for trials with high than with low posttest confidence. This experiment demonstrated the context sensitivity of
feedback processing and provided evidence that feedback processing in the striatum can contribute to the strengthening of
the representations available within declarative memory.
mastery. The primary aim of this study was to test the hypothesis that the amount of information provided by negative feedback
during a paired-associate learning task influences feedback-related processing in the caudate nucleus. To do this, we manipulated
the number of response options: With two options, positive and negative feedback provide equal amounts of information, whereas
with four options, positive feedback provides more information than does negative feedback. We found that positive and negative
feedback activated the caudate similarly when there were two response options. With four options, the caudate’s response to
negative feedback was reduced. A secondary goal was to investigate the link between brain-based measures of feedback-related
processing and behavioral indices of learning. Analysis of the posttest measures showed that trials with positive feedback
were associated with higher posttest confidence ratings. Additionally, when positive feedback was delivered, caudate activity
was greater for trials with high than with low posttest confidence. This experiment demonstrated the context sensitivity of
feedback processing and provided evidence that feedback processing in the striatum can contribute to the strengthening of
the representations available within declarative memory.
- Content Type Journal Article
- Pages 1-12
- DOI 10.3758/s13415-011-0077-3
- Authors
- Elizabeth Tricomi, Department of Psychology, Rutgers University, 353 Smith Hall, 101 Warren Street, Newark, NJ 07102, USA
- Julie A. Fiez, Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
- Journal Cognitive, Affective, & Behavioral Neuroscience
- Online ISSN 1531-135X
- Print ISSN 1530-7026