The influence of task complexity and information value on feedback processing in younger and older adults: No evidence for a positivity bias during feedback-induced learning in older adults

Age-related differences in ERP correlates of value-based decision making

This study evaluates age-related differences in the temporal dynamics underlying neural processing of value for decision-making in younger and older adults. We applied a lottery-choice task with event-related potentials to determine how and when brain activity during choice and outcome processing diverge between younger and older adults. Behaviorally, older adults accepted more losing stakes than younger adults. During choice, younger adults evinced higher P2 ERP-response positivity with a later P3 positivity that monotonically increased with low to middle to high win probability. Older adults evinced lower P2 responses and P3 amplitudes with more positivity for high and low relative to middle win probability. Both age groups showed similar feedback-related negativity and late parietal positivity, indicating intact reward prediction error representations and salience integration. Feedback-P3 showed more complex sensitivity to expectancy violations in older than younger adults, suggesting subjective uncertainty about reward expectations. Reduced early general neural processing of objective stimulus value with greater contribution of downstream subjective processes might underlie older adult risk-taking behaviors.

Prevention is better than cure: effects of errors on memory performance during spatial learning in healthy aging

Background

Healthy aging is accompanied by a decline in learning ability and memory capacity. One widely-studied method to improve learning outcome is by reducing the occurrence of errors during learning (errorless learning; EL). However, there is also evidence that committing errors during learning (trial-and-error learning; TEL) may benefit memory performance. We argue that these inconsistent findings could be driven by a lack of control over the error frequency in traditional EL and TEL paradigms.

Aim

This study employed a spatial learning task to study EL and TEL and to determine the impact of error frequency on memory recall in healthy older adults (OA; N = 68) and young adults (YA; N = 60).

Method

Four groups of participants (YA-EL, YA-TEL, OA-EL, OA-TEL) were instructed to first place and memorize the locations of everyday objects in a chest of drawers presented on a computer screen, and in whom memory recall performance was later tested. In the TEL condition, the amount of errors made before the correct drawer was ‘found’ was predetermined, varying from 0 to 5. During the EL condition, every first attempt was correct (i.e., no errors were made).

Results

We found better overall performance in YA compared to OA and a beneficial effect of EL in both age groups. However, the amount of errors committed during learning did not influence accuracy of memory recall.

Conclusion

Our results indicate that elimination of errors during learning can benefit memory performance in both YA and OA compared to TEL.

Diminished Feedback Evaluation and Knowledge Updating Underlying Age-Related Differences in Choice Behavior During Feedback Learning

In our daily lives, we continuously evaluate feedback information, update our knowledge, and adapt our behavior in order to reach desired goals. This ability to learn from feedback information, however, declines with age. Previous research has indicated that certain higher-level learning processes, such as feedback evaluation, integration of feedback information, and updating of knowledge, seem to be affected by age, and recent studies have shown how the adaption of choice behavior following feedback can differ with age. The neural mechanisms underlying this age-related change in choice behavior during learning, however, remain unclear. The aim of this study is therefore to investigate the relation between learning-related neural processes and choice behavior during feedback learning in two age groups. Behavioral and fMRI data were collected, while a group of young (age 18–30) and older (age 60–75) adults performed a probabilistic learning task consisting of 10 blocks of 20 trials each. On each trial, the participants chose between a house and a face, after which they received visual feedback (loss vs. gain). In each block, either the house or the face image had a higher probability of yielding a reward (62.5 vs. 37.5%). Participants were instructed to try to maximize their gains. Our results showed that less successful learning in older adults, as indicated by a lower learning rate, corresponded with a higher tendency to switch to the other stimulus option, and with a reduced adaptation of this switch choice behavior following positive feedback. At the neural level, activation following positive and negative feedback was found to be less distinctive in the older adults, due to a smaller feedback-evaluation response to positive feedback in this group. Furthermore, whereas young adults displayed increased levels of knowledge updating prior to adapting choice behavior, we did not find this effect in older adults. Together, our results suggest that diminished learning performance with age corresponds with diminished evaluation of positive feedback and reduced knowledge updating related to changes in choice behavior, indicating how such differences in feedback processing at the trial level in older adults might lead to reduced learning performance across trials.

Emotional feedback ameliorates older adults' feedback-induced learning

In older age, learning and feedback processing are usually impaired. This is thought to be due to impairments in the dopaminergic system and the anterior cingulate cortex. By contrast, processing of affective information seems to remain relatively intact. Recent research has also demonstrated that cognitive functioning can be influenced by affective materials or contexts and lead to an enhancement in diverse cognitive tasks. Hence, the aim of the present study was to explore, whether emotional feedback would counteract age-related learning deficits and strengthen early and later phases of feedback processing as reflected in the feedback-related negativity (FRN) and P3b of the event-related potential (ERP). Younger and older participants conducted a probabilistic reinforcement learning task in which the accurate responses had to be learned via feedback. In emotional trials, feedback stimuli consisted of faces with smiling and disgusted expressions, and in a non-emotional condition, positive and negative feedback was indicated by the background color of faces with neutral expressions. Our main results were that older adults showed better learning performance in the emotional feedback condition and a larger P3b after emotional than non-emotional feedback indexing heightened working memory updating after task relevant events.