The Good, the Bad, or the Useful? The Examination of the Relationship between the Feedback-related Negativity (FRN) and Long-term Learning Outcomes

Reward positivity affects temporal interval production in a continuous timing task

The neural circuits of reward processing and interval timing (including the perception and production of temporal intervals) are functionally intertwined, suggesting that it might be possible for momentary reward processing to influence subsequent timing behavior. Previous animal and human studies have mainly focused on the effect of reward on interval perception, whereas its impact on interval production is less clear. In this study, we examined whether feedback, as an example of performance-contingent reward, biases interval production. We recorded EEG from 20 participants while they engaged in a continuous drumming task with different realistic tempos (1728 trials per participant). Participants received color-coded feedback after each beat about whether they were correct (on time) or incorrect (early or late). Regression-based EEG analysis was used to unmix the rapid occurrence of a feedback response called the reward positivity (RewP), which is traditionally observed in more slow-paced tasks. Using linear mixed modeling, we found that RewP amplitude predicted timing behavior for the upcoming beat. This performance-biasing effect of the RewP was interpreted as reflecting the impact of fluctuations in reward-related anterior cingulate cortex activity on timing, and the necessity of continuous paradigms to make such observations was highlighted.

The effect of feedback timing on category learning and feedback processing in younger and older adults

Introduction

Corrective feedback can be received immediately after an action or with a temporal delay. Neuroimaging studies suggest that immediate and delayed feedback are processed by the striatum and medial temporal lobes (MTL), respectively. Age-related changes in the striatum and MTL may influence the efficiency of feedback-based learning in older adults. The current study leverages event-related potentials (ERPs) to evaluate age-related differences in immediate and delayed feedback processing and consequences for learning. The feedback-related negativity (FRN) captures activity in the frontostriatal circuit while the N170 is hypothesized to reflect MTL activation.

Methods

18 younger (Myears  = 24.4) and 20 older (Myears  = 65.5) adults completed learning tasks with immediate and delayed feedback. For each group, learning outcomes and ERP magnitudes were evaluated across timing conditions.

Results

Younger adults learned better than older adults in the immediate timing condition. This performance difference was associated with a typical FRN signature in younger but not older adults. For older adults, impaired processing of immediate feedback in the striatum may have negatively impacted learning. Conversely, learning was comparable across groups when feedback was delayed. For both groups, delayed feedback was associated with a larger magnitude N170 relative to immediate feedback, suggesting greater MTL activation.

Discussion and conclusion

Delaying feedback may increase MTL involvement and, for older adults, improve category learning. Age-related neural changes may differentially affect MTL- and striatal-dependent learning. Future research can evaluate the locus of age-related learning differences and how feedback can be manipulated to optimize learning across the lifespan.

Feedback processing in cognitive and motor tasks: A meta-analysis on the feedback-related negativity

For motor learning, the processing of behavioral outcomes is of high significance. The feedback-related negativity (FRN) is an event-related potential, which is often described as a correlate of the reward prediction error in reinforcement learning. The number of studies examining the FRN in motor tasks is increasing. This meta-analysis summarizes the component in the motor domain and compares it to the cognitive domain. Therefore, a data set of a previous meta-analysis in the cognitive domain that comprised 47 studies  was reanalyzed and compared to additional 25 studies of the motor domain. Further, a moderator analysis for the studies in the motor domain was conducted. The FRN amplitude was higher in the motor domain than in the cognitive domain. This might be related to a higher task complexity and a higher feedback ambiguity of motor tasks. The FRN latency was shorter in the motor domain than in the cognitive domain. Given that sensory information can be used as an external feedback predictor prior to the presentation of the final feedback, reward processing in the motor domain may have been faster and reduced the FRN latency. The moderator variable analysis revealed that the feedback modality influenced the FRN latency, with shorter FRN latencies after bimodal than after visual feedback. Processing of outcome feedback seems to share basic principles in both domains; however, differences exist and should be considered in FRN studies. Future research is motivated to scrutinize the effects of bimodal feedback and other moderators within the motor domain.

Declarative Learning Mechanisms Support Declarative but Not Probabilistic Feedback-Based Learning in Children with Developmental Language Disorder (DLD)

Declarative and probabilistic feedback-based learning was evaluated in 8-12-year-old school-age children with developmental language disorder (DLD; n = 14) and age-matched children with typical development (TD; n = 15). Children performed a visual two-choice word-learning task and a visual probabilistic classification task while their electroencephalogram (EEG) was recorded non-invasively from the scalp. Behavioral measures of accuracy and response to feedback, and electrophysiological responses to feedback were collected and compared between the two groups. While behavioral data indicated poorer performance by children with DLD in both learning paradigms, and similar response patterns to positive and negative feedback, electrophysiological data highlighted processing patterns in the DLD group that differed by task. More specifically, in this group, feedback processing in the context of declarative learning, which is known to be dominated by the medial temporal lobe (MTL), was associated with enhanced N170, an event-related brain potential (ERP) associated with MTL activation. The N170 amplitude was found to be correlated with declarative task performance in the DLD group. During probabilistic learning, known to be governed by the striatal-based learning system, the feedback-related negativity (FRN) ERP, which is the product of the cortico-striatal circuit dominated feedback processing. Within the context of probabilistic learning, enhanced N170 was associated with poor learning in the TD group, suggesting that MTL activation during probabilistic learning disrupts learning. These results are interpreted within the context of a proposed feedback parity hypothesis suggesting that in children with DLD, the system that dominates learning (i.e., MTL during declarative learning and the striatum during probabilistic learning) dominates and supports feedback processing.

An electrophysiological and behavioral investigation of feedback-based learning in aphasia

Introduction

Feedback is a fundamental aspect of aphasia treatments. However, learning from feedback is a cognitively demanding process. At the most basic level, individuals must detect feedback and extract outcome-related information (i.e., feedback processing). Neuroanatomical and neuropsychological differences associated with post-stroke aphasia may influence feedback processing and potentially how people with aphasia (PWA) respond to feedback-based treatments. To better understand how post-stroke aphasia affects feedback-based learning, the current study leverages event-related potentials (ERPs) to (1) characterize the relationship between feedback processing and learning, (2) identify cognitive skills that are associated with feedback processing, and (3) identify behavioural correlates of feedback-based learning in PWA.

Methods

Seventeen PWA completed a feedback-based novel word learning task. Feedback processing was measured using the feedback-related negativity (FRN), an ERP hypothesized to reflect the detection and evaluation of outcomes communicated via feedback. Individuals also completed neuropsychological assessments of language (phonological processing, verbal short-term memory) and executive functioning.

Results

PWA elicited an FRN that was sensitive to feedback valence. The magnitude of the FRN was not associated with novel word learning but was strongly correlated with performance on another feedback-based task, the Berg Card Sort. Cognitive variables (information updating, selective attention) but not language variables were associated with novel word learning.

Discussion & Conclusion

For PWA, feedback processing may be associated with learning in some but not all feedback-based contexts. These findings may inform future research in determining which variables moderate the relationship between feedback processing and learning with the long-term goal of identifying how feedback can be modified to support successful learning during aphasia rehabilitation.

Observing memory encoding while it unfolds: Functional interpretation and current debates regarding ERP subsequent memory effects

Our ability to remember the past depends on neural processes set in train in the moment an event is experienced. These processes can be studied by segregating brain activity according to whether an event is later remembered or forgotten. The present review integrates a large number of studies examining this differential brain activity, labeled subsequent memory effect (SME), with the ERP technique, into a functional organization and discusses routes for further research. Based on the reviewed literature, we suggest that memory encoding is implemented by multiple processes, typically reflected in three functionally different subcomponents of the ERP SME elicited by study stimuli, which presumably interact with preparatory SME activity preceding the to be encoded event. We argue that ERPs are a valuable method in the SME paradigm because they have a sufficiently high temporal resolution to disclose the subcomponents of encoding-related brain activity. Implications of the proposed functional organization for future studies using the SME procedure in basic and applied settings will be discussed.

Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder

Children with developmental language disorder (DLD) demonstrate deficits in executive functioning; however, the specific components of executive functioning that are affected in this population are not well understood. This study evaluated set shifting and feedback processing in a Wisconsin Card Sorting Test (WCST) performed by 24 children with and without DLD. The behavioral results revealed poorer performance by the DLD group in measures of accuracy, proportion of correct rule shifts, perseverative errors on shift trials, and proportion of effective responses to feedback. Electrophysiological measures (event-related potentials, or ERPs) indicated different patterns of response to negative feedback that signaled the need for rule shifting, with the DLD group showing a trend toward processing shift cues as negative feedback. Group differences were found in the processing of the first and last positive feedback, with overall stronger responses to positive feedback by children with DLD. However, both groups showed a similar pattern of diminished attention to positive feedback when rule learning was established. Taken together, children with DLD demonstrated the inefficient processing of negative feedback in the context of rule-shifting and difficulty in establishing and maintaining a rule.

Frontal theta reveals further information about neural valence-dependent processing of augmented feedback in extensive motor practice-A secondary analysis

Supplementing an earlier analysis of event-related potentials in extensive motor learning (Margraf et al., 2022a, 2022b), frontal theta-band activity (4-8 Hz) was scrutinized. Thirty-seven participants learned a sequential arm movement with 192 trials in each of five practice sessions. Feedback, based on a performance adaptive bandwidth, was given after every trial. Electroencephalogram (EEG) was recorded in the first and last practice sessions. The degree of motor automatization was tested under dual-task conditions in a pre-test-post-test design. Quantitative error information was transported in both feedback conditions (positive and negative). Frontal theta activity was discussed as a general signal that cognitive control is needed and, therefore, was expected to be higher after negative feedback. Extensive motor practice promotes automatization, and therefore, decreased frontal theta activity was expected in the later practice. Further, it was expected that frontal theta was predictive for subsequent behavioural adaptations and the amount of motor automatization. As the results show, induced frontal theta power was higher after negative feedback and decreased after five sessions of practice. Moreover, induced theta activity was predictive for error correction and, therefore, an indicator of whether the recruited cognitive resources successfully induced behavioural adaptations. It remains to be solved why these effects, which fit well with the theoretical assumptions, were only revealed by the induced part of frontal theta activity. Further, the amount of theta activity during practice was not predictive for the degree of motor automatization. It seems that there might be a dissociation between attentional resources associated with feedback processing and attentional resources associated with motor control.

Single-trial-based temporal principal component analysis on extracting event-related potentials of interest for an individual subject

BACKGROUND

Temporal principal component analysis (tPCA) has been widely used to extract event-related potentials (ERPs) at group level of multiple subjects ERP data and it assumes that the underlying factor loading is fixed across participants. However, such assumption may fail to work if latency and phase for one ERP vary considerably across participants. Furthermore, effect of number of trials on tPCA decomposition has not been systematically examined as well, especially for within-subject PCA.

NEW METHOD

We reanalyzed a real ERP data of an emotional experiment using tPCA to extract N2 and P2 from single-trial EEG of an individual. We also explored influence of the number of trials (consecutively increased from 10 to 42 trials) on PCA decomposition by comparing temporal correlation, the statistical result, Cronbach's alpha, spatial correlation of both N2 and P2 for the proposed method with the conventional time-domain analysis, trial-averaged group PCA, and single-trial-based group PCA.

RESULTS

The results of the proposed method can enhance spatial and temporal consistency. We could obtain stable N2 with few trials (about 20) for the proposed method, but, for P2, approximately 30 trials were needed for all methods.

COMPARISON WITH EXISTING METHOD(S)

About 30 trials for N2 were required and the reconstructed P2 and N2 were poor correlated across participants for the other three methods.

CONCLUSION

The proposed approach may efficiently capture variability of one ERP from an individual that cannot be extracted by group PCA analysis.

Event-Related Potential Correlates of Learning to Produce Novel Foreign Phonemes

Learning to pronounce a foreign phoneme requires an individual to acquire a motor program that enables the reproduction of the new acoustic target sound. This process is largely based on the use of auditory feedback to detect pronunciation errors to adjust vocalization. While early auditory evoked neural activity underlies automatic detection and adaptation to vocalization errors, little is known about the neural correlates of acquiring novel speech targets. To investigate the neural processes that mediate the learning of foreign phoneme pronunciation, we recorded event-related potentials when participants (N = 19) pronounced native or foreign phonemes. Behavioral results indicated that the participants' pronunciation of the foreign phoneme improved during the experiment. Early auditory responses (N1 and P2 waves, approximately 85-290 ms after the sound onset) revealed no differences between foreign and native phonemes. In contrast, the amplitude of the frontocentrally distributed late slow wave (LSW, 320-440 ms) was modulated by the pronunciation of the foreign phonemes, and the effect changed during the experiment, paralleling the improvement in pronunciation. These results suggest that the LSW may reflect higher-order monitoring processes that signal successful pronunciation and help learn novel phonemes.

Feedback Processing During Probabilistic Learning in Children With Developmental Language Disorder: An Event-Related Potential Study

PURPOSE

The purpose of this study was to examine feedback processing within the context of probabilistic learning in children with and without developmental language disorder (DLD).

METHOD

The probabilistic category learning task required 28 children ages 8-13 years old to classify novel cartoon animals that differed in five binary features into one of two categories. Performance feedback guided incremental learning of the stimuli classifications. Feedback processing was compared between children with DLD and age-matched children with typical development (TD) by measuring the magnitude of feedback-related event-related potentials. Additionally, the likelihood of each group to repeat a classification of a stimulus following positive feedback ("stay" behavior) and change a classification following negative feedback ("switch" behavior) served as a measure of the consequence of feedback processing.

RESULTS

Children with DLD achieved lower classification accuracy on all learning outcomes compared to their peers with TD. Children with DLD were less likely than those with TD to demonstrate "stay" behavior or to repeat a correct response following positive feedback. "Switch" behavior or changing an incorrect response following negative feedback was found to be at chance level in both groups. Electrophysiological data indicated that children with DLD had a smaller feedback-related negativity effect (i.e., smaller differential processing of positive and negative feedback) when compared to children with TD. Although no differences were found between the two groups in the amplitude of the P3a, strong positive correlations were found between "stay/switch" behavior and the P3a for children in the TD group only.

CONCLUSIONS

Children with DLD do not appear to benefit from incremental corrective feedback to the same extent as their peers with TD. Processing differences are captured in the initial stages of feedback evaluation and in translating information carried by the feedback to inform future actions.

Disentangling performance-monitoring signals encoded in feedback-related EEG dynamics

The feedback-related negativity (FRN) is a well-established electrophysiological correlate of feedback-processing. However, there is still an ongoing debate whether the FRN is driven by negative or positive reward prediction errors (RPE), valence of feedback, or mere surprise. Our study disentangles independent contributions of valence, surprise, and RPE on the feedback-related neuronal signal including the FRN and P3 components using the statistical power of a sample of N = 992 healthy individuals. The participants performed a modified time-estimation task, while EEG from 64 scalp electrodes was recorded. Our results show that valence coding is present during the FRN with larger amplitudes for negative feedback. The FRN is further modulated by surprise in a valence-dependent way being more positive-going for surprising positive outcomes. The P3 was strongly driven by both global and local surprise, with larger amplitudes for unexpected feedback and local deviants. Behavioral adaptations after feedback and FRN just show small associations. Results support the theory of the FRN as a representation of a signed RPE. Additionally, our data indicates that surprising positive feedback enhances the EEG response in the time window of the P3. These results corroborate previous findings linking the P3 to the evaluation of PEs in decision making and learning tasks.

Strategy Development and Feedback Processing During Complex Category Learning

In this study, 38 young adults participated in a probabilistic A/B prototype category learning task under observational and feedback-based conditions. The study compared learning success (testing accuracy) and strategy use (multi-cue vs. single feature vs. random pattern) between training conditions. The feedback-related negativity (FRN) and P3a event related potentials were measured to explore the relationships between feedback processing and strategy use under a probabilistic paradigm. A greater number of participants were found to utilize an optimal, multi-cue strategy following feedback-based training than observational training, adding to the body of research suggesting that feedback can influence learning approach. There was a significant interaction between training phase and strategy on FRN amplitude. Specifically, participants who used a strategy in which category membership was determined by a single feature (single feature strategy) exhibited a significant decrease in FRN amplitude from early training to late training, perhaps due to reduced utilization of feedback or reduced prediction error. There were no significant main or interaction effects between valence, training phase, or strategy on P3a amplitude. Findings are consistent with prior research suggesting that learners vary in their approach to learning and that training method influences learning. Findings also suggest that measures of feedback processing during probabilistic category learning may reflect changes in feedback utilization and may further illuminate differences among individual learners.

Null effects of levodopa on reward- and error-based motor adaptation, savings, and anterograde interference

Dopamine signaling is thought to mediate reward-based learning. We tested for a role of dopamine in motor adaptation by administering the dopamine precursor levodopa to healthy participants in two experiments involving reaching movements. Levodopa has been shown to impair reward-based learning in cognitive tasks. Thus, we hypothesized that levodopa would selectively impair aspects of motor adaptation that depend on the reinforcement of rewarding actions. In the first experiment, participants performed two separate tasks in which adaptation was driven either by visual error-based feedback of the hand position or binary reward feedback. We used EEG to measure event-related potentials evoked by task feedback. We hypothesized that levodopa would specifically diminish adaptation and the neural responses to feedback in the reward learning task. However, levodopa did not affect motor adaptation in either task nor did it diminish event-related potentials elicited by reward outcomes. In the second experiment, participants learned to compensate for mechanical force field perturbations applied to the hand during reaching. Previous exposure to a particular force field can result in savings during subsequent adaptation to the same force field or interference during adaptation to an opposite force field. We hypothesized that levodopa would diminish savings and anterograde interference, as previous work suggests that these phenomena result from a reinforcement learning process. However, we found no reliable effects of levodopa. These results suggest that reward-based motor adaptation, savings, and interference may not depend on the same dopaminergic mechanisms that have been shown to be disrupted by levodopa during various cognitive tasks.NEW & NOTEWORTHY Motor adaptation relies on multiple processes including reinforcement of successful actions. Cognitive reinforcement learning is impaired by levodopa-induced disruption of dopamine function. We administered levodopa to healthy adults who participated in multiple motor adaptation tasks. We found no effects of levodopa on any component of motor adaptation. This suggests that motor adaptation may not depend on the same dopaminergic mechanisms as cognitive forms or reinforcement learning that have been shown to be impaired by levodopa.

Learning With and Without Feedback in Children With Developmental Language Disorder

Purpose Intervention provided to school-age children with developmental language disorder often relies on the provision of performance feedback, yet it is unclear whether children with this disorder benefit from feedback-based learning. The study evaluates the effect of performance feedback on learning in children with developmental language disorder. Method Thirteen 8- to 12-year-old children with developmental language disorder and 14 age- and gender-matched children with typical language development completed two learning tasks whose objective was to pair nonword novel names with novel objects. The two tasks differed in the presence of performance feedback to guide learning. Learning outcomes on immediate and follow-up tests were compared between the feedback-based and feedback-free tasks. Additionally, an electrophysiological marker of feedback processing was compared between children with and without developmental language disorder. Results Children with developmental language disorder demonstrated poorer learning outcomes on both tasks when compared with their peers, but both groups achieved better accuracy on the feedback-free task when compared with the feedback-based task. Within the feedback-based task, children were more likely to repeat a correct response than to change it after positive feedback but were as likely to repeat an error as they were to correct it after receiving negative feedback. While children with typical language elicited a feedback-related negativity with greater amplitude to negative feedback, this event-related potential had no amplitude differences between positive and negative feedback in children with developmental language disorder. Conclusions Findings indicate that 8- to 12-year-old children benefit more from a feedback-free learning environment and that negative feedback is not as effective as positive feedback in facilitating learning in children. The behavioral and electrophysiological data provide evidence that feedback processing is impaired in children with developmental language disorders. Future research should evaluate feedback-based learning in children with this disorder using other learning paradigms.

Valence-dependent Neural Correlates of Augmented Feedback Processing in Extensive Motor Sequence Learning - Part I: Practice-related Changes of Feedback Processing

Several event-related potentials (ERPs) are associated with the processing of valence-dependent augmented feedback during the practice of motor tasks. In this study, 38 students learned a sequential arm-movement-task with 192 trials in each of five practice sessions (960 practice trials in total), to examine practice-related changes in neural feedback processing. Electroencephalogram (EEG) was recorded in the first and last practice session. An adaptive bandwidth for movement accuracy led to equal amounts of positive and negative feedback. A frontal located negative deflection in the time window of the feedback-related negativity (FRN) was more negative for negative feedback and might reflect reward prediction errors in reinforcement learning. This negativity increased after extensive practice, which might indicate that smaller errors are harder to identify in the later phase. The late fronto-central positivity (LFCP) was more positive for negative feedback and is assumed to be associated with supervised learning and behavioral adaptations based on feedback with higher complexity. No practice-related changes of the LFCP were observed, which suggests that complex feedback is processed independent from the practice phase. The P300 displayed a more positive activation for positive feedback, which might be interpreted as the higher significance of positive feedback for the updating of internal models in this setting. A valence-independent increase of the P300 amplitude after practice might reflect an improved ability to update the internal representation based on feedback information. These results demonstrate that valence-dependent neural feedback processing changes with extensive practice of a novel motor task. Dissociating changes in latencies of different components support the assumption that they are related to distinct mechanisms of feedback-dependent learning.

Valence-dependent neural correlates of augmented feedback processing in extensive motor sequence learning - Part II: Predictive value of event-related potentials for behavioral adaptation and learning

To examine the neural processing of valence-dependent augmented feedback, 38 students learned a sequential arm movement task with 192 trials in each of five practice sessions. The degree of motor automatization was tested under dual-task-conditions. Electroencephalogram (EEG) was recorded in the first and last practice session. This study is an additional analysis of the data from Margraf et al. [Margraf, L., Krause, D., & Weigelt, M. (this issue). Valence-dependent neural correlates of augmented feedback processing in extensive motor sequence learning - Part I: Practice-related changes of feedback processing.]. While Part I focused on changes in neural feedback processing after extensive motor practice, Part II examines coherences between neural feedback processing and short-term behavioral adaptations, as well as different dimensions of long-term learning (i.e., accuracy, consistency, and automaticity). It was found that more negative amplitudes of the feedback-related-negativity (FRN) after negative feedback were predictive for goal-independent changes of behavior in the early practice phase, whereas more positive amplitudes of the late fronto-central positivity (LFCP) after negative feedback were predictive for goal-directed behavioral adaptations (error reduction), independent from the practice phase. Unexpectedly, more positive amplitudes of the P300 after positive feedback were also predictive for goal-directed behavioral adaptations. Concerning long-term learning and motor automatization, a positive correlation was found for the reduction of dual-task costs (DTC) and LFCP-amplitudes after positive feedback in the early practice.

Electrophysiological Examination of Feedback-Based Learning in 8-11-Year-Old Children

The study aimed at evaluating the extent to which the feedback related negativity (FRN), an ERP component associated with feedback processing, is related to learning in school-age children. Eighty typically developing children between the ages of 8 and 11 years completed a declarative learning task while their EEG was recorded. The study evaluated the predictive value of the FRN on learning retention as measured by accuracy on a follow-up test a day after the session. The FRN elicited by positive feedback was found to be predictive of learning retention in children. The relationship between the FRN and learning was moderated by age. The P3a was also found to be associated with learning, such that larger P3a to negative feedback was associated with better learning retention in children.

The reward positivity reflects the integrated value of temporally threefold-layered decision outcomes

In reinforcement learning, adaptive behavior depends on the ability to predict future outcomes based on previous decisions. The Reward Positivity (RewP) is thought to encode reward prediction errors in the anterior midcingulate cortex (aMCC) whenever these predictions are violated. Although the RewP has been extensively studied in the context of simple binary (win vs. loss) reward processing, recent studies suggest that the RewP scales complex feedback in a fine graded fashion. The aim of this study was to replicate and extend previous findings that the RewP reflects the integrated sum of instantaneous and delayed consequences of a singular outcome by increasing the feedback information content by a third temporal dimension. We used a complex reinforcement-learning task where each option was associated with an immediate, intermediate and delayed monetary outcome and analyzed the RewP in the time domain as well as fronto-medial theta power in the time-frequency domain. To test if the RewP sensitivity to the three outcome dimensions reflect stable trait-like individual differences in reward processing, a retesting session took place 3 months later. The results confirm that the RewP reflects the integrated value of complex temporally extended consequences in a stable manner, albeit there was no relation to behavioral choice. Our findings indicate that the medial frontal cortex receives fine graded information about complex action outcomes that, however, may not necessarily translate to cognitive or behavioral control processes.

The effect of task difficulty on feedback processing in children

The study evaluated the effect of task difficulty on feedback processing as measured by the feedback related event related potentials (ERPs) in 7-11-years-old children. Children completed two declarative learning tasks that differed in the number of object-name pairs they were required to learn, deeming the task with twice as many pairs as more difficult. EEG was recorded during the tasks, and event related potentials time-locked to the feedback presentation were analyzed. Additionally, Accuracy was measured in test block at the end of each task. Behaviorally, children achieved better accuracy on the easy task than on the difficult task. In line with previous findings in adults, the FRN was not found sensitive to task difficulty. However, a feedback-related P300 and a fronto-central positivity that followed the FRN were found sensitive to task difficulty such that their amplitudes were larger in the easy task. This pattern is opposite to that reported previously in adults and may reflect the effect of motivation on attention allocation in children.

Seeking neurophysiological manifestations of speech production: An ERP study

The aim of this study was to examine the neurophysiological correlates of speech production by elucidating pertinent ERP components. Such examination can pave way for investigations on typical and atypical speech neuromotor control. Participants completed a speech task by saying a specific word (speaking condition) or withholding the verbal response (non-speaking condition) based on the color of a frame placed around a fixation cross that were displayed on a computer screen. They also completed a simple hand motor task by pressing a button with the right or left index finger based on the color of a frame. The hand motor task was administered to verify that neural activity specific to motor preparation was detectable. Two ERP components emerged from the multichannel principal component analysis (PCA) as distinguishing between the speaking and no speaking conditions: a posterior negative component, and a left lateralized positive component. The morphology of the posterior negative component, as well as the correlation between its magnitude and mean response time suggest that this component is closely associated with speech motor control. The left-lateralized component was interpreted as reflecting a process possibly mediated by the speech dominant left hemisphere.

Electrophysiological Correlates of Monitoring in Typing with and without Visual Feedback

New theories of monitoring in language production, regardless of their mechanistic differences, all posit monitoring mechanisms that share general computational principles with action monitoring. This perspective, if accurate, would predict that many electrophysiological signatures of performance monitoring should be recoverable from language production tasks. In this study, we examined both error-related and feedback-related EEG indices of performance monitoring in the context of a typing-to-dictation task. To disentangle the contribution of the external from internal monitoring processes, we created a condition where participants immediately saw the word they typed (the immediate-feedback condition) versus one in which displaying the word was delayed until the end of the trial (the delayed-feedback condition). The removal of immediate visual feedback prompted a stronger reliance on internal monitoring processes, which resulted in lower correction rates and a clear error-related negativity. Compatible with domain-general monitoring views, an error positivity was only recovered under conditions where errors were detected or had a high likelihood of being detected. Examination of the feedback-related indices (feedback-related negativity and frontocentral positivity) revealed a two-stage process of integration of internal and external information. The recovery of a full range of well-established EEG indices of action monitoring in a language production task strongly endorses domain-general views of monitoring. Such indices, in turn, are helpful in understanding how information from different monitoring channels are combined.

The Monetary Incentive Delay (MID) Task Induces Changes in Sensory Processing: ERP Evidence

Numerous cognitive studies have demonstrated experience-induced plasticity in the primary sensory cortex, indicating that repeated decisions could modulate sensory processing. In this context, we investigated whether an auditory version of the monetary incentive delay (MID) task could change the neural processing of the incentive cues that code expected monetary outcomes. To study sensory plasticity, we presented the incentive cues as deviants during oddball sessions recorded before and after training in the two MID task sessions. We found that after 2 days of training in the MID task, incentive cues evoked a larger P3a (compared with the baseline condition), indicating there was an enhancement of the involuntary attention to the stimuli that predict rewards. At the individual level, the training-induced change of mismatch-related negativity was correlated with the amplitude of the feedback-related negativity (FRN) recorded during the first MID task session. Our results show that the MID task evokes plasticity changes in the auditory system associated with better passive discrimination of incentive cues and with enhanced involuntary attention switching towards these cues. Thus, the sensory processing of incentive cues is dynamically modulated by previous outcomes.

The Influence of Pitch-by-Pitch Feedback on Neural Activity and Pitch Perception in Baseball

This study was designed to examine the influence of performance feedback on task performance and neural activity in expert and novice baseball players. Participants completed a video task to determine whether thrown pitches were balls or strikes while their neural activity was recorded. After each pitch, participants were given feedback on the accuracy of their choice. Results indicated that college players exhibited larger frontocentral positivity amplitudes compared with novices, regardless of feedback type. Furthermore, results showed that the feedback-related negativity was related to response accuracy following incorrect feedback for college players, with larger feedback-related negativity amplitude associated with greater response accuracy. This relationship is independent of any relations between overall task accuracy and either feedback-related negativity amplitude or response accuracy following incorrect feedback. These results indicate that the nature of neural activity during pitch feedback for college baseball players can inform and influence participants' subsequent pitch-location performance.

Quantifying two-dimensional and three-dimensional stereoscopic learning in anatomy using electroencephalography

Advances in computer visualization enabling both 2D and 3D representation have generated tools to aid perception of spatial relationships and provide a new forum for instructional design. A key knowledge gap is the lack of understanding of how the brain neurobiologically processes and learns from spatially presented content, and new quantitative variables are required to address this gap. The objective of this study was to apply quantitative neural measures derived from electroencephalography (EEG) to examine stereopsis in anatomy learning by comparing mean amplitude changes in N250 (related to object recognition) and reward positivity (related to responding to feedback) event related to potential components using a reinforcement-based learning paradigm. Health sciences students (n = 61) learned to identify and localize neuroanatomical structures using 2D, 3D, or a combination of models while EEG and behavioral (accuracy) data were recorded. Participants learning using 3D models had a greater object recognition (N250 amplitude) compared to those who learned from 2D models. Based on neurological results, interleaved learning incorporating both 2D and 3D models provided an advantage in learning, retention, and transfer activities represented by decreased reward positivity amplitude. Behavioral data did not have the same sensitivity as neural data for distinguishing differences in learning with and without stereopsis in these learning activities. Measuring neural activity reveals new insights in applied settings for educators to consider when incorporating stereoscopic models in the design of learning interventions.

Disappearance of self-serving bias: Reward positivity reflects performance monitoring modulated by responsibility attribution in a two-person cooperative task

Performance monitoring plays a virtual role in individual reinforcement learning. However, it remains unclear how responsibility attribution modulates the individual monitoring process in a social cooperative context. In the present study, 46 participants received feedback on the team's monetary outcome, teammate performance, and their own performance sequentially for a two-person task. Using event-related potential (ERP), we analyze brain activity in response to performance monitoring during team and self feedback, indexed according to reward positivity (RewP). Overall, the participants reported a modest tendency towards causal attribution in terms of taking more responsibility for negative rather than positive team-feedback, thus indicating an opposite pattern to the so-called self-serving bias phenomenon. Based on post-experiment responsibility attribution, participants were further divided into a 'Modest' group (N = 23) who reported more responsibility for team failure than success, and an 'Ordinary' group (N = 23) who made comparable attribution irrespective of team outcome. The ERP results show that there is no difference in RewP amplitudes between the two groups when the participants were processing the team's monetary feedback. However, the observed RewP amplitudes are notably different in the Modest group when processing self-performance feedback at different levels of responsibility attribution. These findings demonstrate that neural activity during performance monitoring does not differ between the two groups. However, using different responsibility attribution tendencies does affect brain activity during individual performance monitoring. The observed RewP effect sheds light on the automatic and implicit evaluation of one's own performance in a social cooperative context.

Different Electrophysiological Responses to Informative Value of Feedback Between Children and Adults

The ability to learn from feedback is important for children's adaptive behavior and school learning. Feedback has two main components, informative value and valence. How to disentangle these two components and what is the developmental neural correlates of using the informative value of feedback is still an open question. In this study, 23 children (7-10 years old) and 19 adults (19-22 years old) were asked to perform a rule induction task, in which they were required to find a rule, based on the informative value of feedback. Behavioral results indicated that the likelihood of correct searching behavior under negative feedback was low for children. Event-related potentials showed that (1) the effect of valence was processed in a wide time window, particularly in the N2 component; (2) the encoding process of the informative value of negative feedback began later for children than for adults; (3) a clear P300 was observed for adults; for children, however, P300 was absent in the frontal region; and (4) children processed the informative value of feedback chiefly in the left sites during the P300 time window, whereas adults did not show this laterality. These results suggested that children were less sensitive to the informative value of negative feedback possibly because of the immature brain.

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention-A Neuroeducation Study

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

Electrophysiological Response to the Informative Value of Feedback Revealed in a Segmented Wisconsin Card Sorting Test

Feedback has two main components. One is valence that indicates the wrong or correct behavior, and the other is the informative value that refers to what we can learn from feedback. Aimed to explore the neural distinction of these two components, we provided participants with a segmented Wisconsin Card Sorting Task, in which they received either positive or negative feedback at different steps. The informative value was manipulated in terms of the order of feedback presentation. The results of event-related potentials time-locked to the feedback presentation confirmed that valence of feedback was processed in a broad epoch, especially in the time window of feedback-related negativity (FRN), reflecting detection of correct or wrong card sorting behavior. In contrast, the informative value of positive and negative feedback was mainly processed in the P300, possibly reflecting information updating or hypothesis revision. These findings provide new evidence that informative values of feedback are processed by cognitive systems that differ from those of feedback valence.

Developmental changes in the feedback related negativity from 8 to 14 years

The study examined age related changes in the magnitude of the Feedback Related Negativity (FRN) in 8-14 year old children performing a variation of a Go/No-Go task. Participants were presented with four stimuli and tasked with mapping each of them either to a response or to a "no response" by trial and error guided by feedback. Feedback was valid for two stimuli (Go and No-Go) and invalid (.5 positive; .5 negative feedback) for the other two stimuli. The amplitude of the FRN was evaluated as a function of age separately for Go and No-Go trials. The results indicated that while performance on valid Go trials improved with age, accuracy on valid No-Go trials remained stable with age. FRN amplitude was found to be inversely related to age such that smaller FRN amplitudes were observed in older children even after controlling for variance in learning. Additionally, the FRN was found as a predictor of post-learning performance on Go trials but not on No-Go trials, regardless of age. These results do not provide support to the link between the FRN and inhibition control as measured by No-Go performance, but do suggest a link with other executive control abilities called for by the Go condition.

Electrophysiological correlates reflect the integration of model-based and model-free decision information

In this study, we investigated the interplay of habitual (model-free) and goal-directed (model-based) decision processes by using a two-stage Markov decision task in combination with event-related potentials (ERPs) and computational modeling. To manipulate the demands on model-based decision making, we applied two experimental conditions with different probabilities of transitioning from the first to the second stage of the task. As we expected, when the stage transitions were more predictable, participants showed greater model-based (planning) behavior. Consistent with this result, we found that stimulus-evoked parietal (P300) activity at the second stage of the task increased with the predictability of the state transitions. However, the parietal activity also reflected model-free information about the expected values of the stimuli, indicating that at this stage of the task both types of information are integrated to guide decision making. Outcome-related ERP components only reflected reward-related processes: Specifically, a medial prefrontal ERP component (the feedback-related negativity) was sensitive to negative outcomes, whereas a component that is elicited by reward (the feedback-related positivity) increased as a function of positive prediction errors. Taken together, our data indicate that stimulus-locked parietal activity reflects the integration of model-based and model-free information during decision making, whereas feedback-related medial prefrontal signals primarily reflect reward-related decision processes.

Evidence that disrupted orienting to evaluative social feedback undermines error correction in rejection sensitive women

For individuals high in Rejection Sensitivity (RS), a learned orientation to anxiously expect rejection from valued others, negative feedback from social sources may disrupt engagement with learning opportunities, impeding recovery from mistakes. One context in which this disruption may be particularly pronounced is among women high in RS following evaluation by a male in authority. To investigate this prediction, 40 college students (50% female) answered general knowledge questions followed by immediate performance feedback and the correct answer while we recorded event-related potentials. Error correction was measured with a subsequent surprise retest. Performance feedback was either nonsocial (asterisk/tone) or social (male professor's face/voice). Attention and learning were indexed respectively by the anterior frontal P3a (attentional orienting) and a set of negative-going waveforms over left inferior-posterior regions associated with successful encoding. For women, but not men, higher RS scores predicted poorer error correction in the social condition. A path analysis suggested that, for women, high RS disrupted attentional orienting to the social-evaluative performance feedback, which affected subsequent memory for the correct answer by reducing engagement with learning opportunities. These results suggest a mechanism for how social feedback may impede learning among women who are high in RS.

Computer-Generated Emotional Face Retrieval with P300 Signals of Multiple Subjects

Applying brain signals to human-computer interaction enables us to detect the attention. Based on P300 signals – one type of event-related potential – enables brain-machine interface users to select desired letters by means of attention alone. Previous studies have reported the feasibility of P300 signals in enabling a single subject to realize novel information retrieval. In the recent collaborative EEG study of multiple subjects has enabled classification to detect attention in a markedly improved way. Here we propose emotional face retrieval using P300 signals of 20 subjects. As a result, the F-measure under the condition of a single subject was a standard deviation of 0.636 ± 0.05 and an F-measure of 0.886 with multiple subjects. In short, emotional face retrieval classification is improved with collaborative P300 signals from multiple subjects. This technique could be applied to life logs, computer-supported cooperative work, and neuromarketing.

A Neurophysiological examination of quality of learning in a feedback-based learning task

The efficiency with which one processes external feedback contributes to the speed and quality of one's learning. Previous findings that the feedback related negativity (FRN) event related potential (ERP) is modulated by learning outcomes suggested that this ERP reflects the extent to which feedback is used by the learner to improve performance. To further test this suggestion, we measured whether the FRN and the fronto-central positivity (FCP) that follows it are modulated by learning slopes, and as a function of individual differences in learning outcomes. Participants were tasked with learning names (non-words) of 42 novel objects in a two-choice feedback-based visual learning task. The items were divided into three sets of 14 items, each presented in five learning blocks and a sixth test block. Individual learning slopes based on performance on the task, as well as FRN and FCP slopes based on positive and negative feedback related activation in each block were created for 53 participants. Our data pointed to an interaction between slopes of the FRN elicited by negative feedback and learning slopes, such that a sharper decrease in the amplitude of the FRN to negative feedback was associated with sharper learning slopes. We further examined the predictive power of the FRN and FCP elicited in the training blocks on the learning outcomes as measured by performance on the test blocks. We found that small FRN to negative feedback, large FRN to positive feedback, and large FCP to negative feedback in the first training block predicted better learning outcomes. These results add to the growing evidence that the processes giving rise to the FRN and FCP are sensitive to individual differences in the extent to which feedback is used for learning.

On the Utility of Positive and Negative Feedback in a Paired-associate Learning Task

This study offers a neurophysiological examination of the relationship between feedback processing and learning. A two-choice paired-associate learning task borrowed and modified from Tricomi and Fiez [Tricomi, E., & Fiez, J. A. Feedback signals in the caudate reflect goal achievement on a declarative memory task. Neuroimage, 41, 1154–1167, 2008] was employed to examine the mediofrontal electrophysiological brain activity associated with the processing of performance feedback in a learning task and to elucidate the extent to which the processing of the initial informative feedback is related to learning outcomes. Twenty participants were tasked with learning to correctly pair 60 novel objects with their names by choosing on a trial-by-trial basis between two possible names and receiving feedback about the accuracy of their selection. The novel objects were presented in three blocks of trials (rounds), each of which presented the same set of 60 objects once. The rounds allowed the separation of the initial informative feedback in Round 1 from the other feedback stimuli in Rounds 2 and 3. The results indicated differences in the processing of initial informative and proceeding feedback stimuli. More specifically, the difference appeared to be driven by the change in the processing of positive feedback. Moreover, very first positive feedback provided in association with a particular new object was found associated with learning outcomes. The results imply that signs of successful and unsuccessful learning may be detected as early as the initial positive feedback provided in a learning task. The results suggest that the process giving rise to the feedback-related negativity is sensitive to the utility of the feedback and that the processing of the first informative positive feedback is associated with learning outcomes.

Learning and altering behaviours by reinforcement: neurocognitive differences between children and adults

This study examined neurocognitive differences between children and adults in the ability to learn and adapt simple stimulus-response associations through feedback. Fourteen typically developing children (mean age=10.2) and 15 healthy adults (mean age=25.5) completed a simple task in which they learned to associate visually presented stimuli with manual responses based on performance feedback (acquisition phase), and then reversed and re-learned those associations following an unexpected change in reinforcement contingencies (reversal phase). Electrophysiological activity was recorded throughout task performance. We found no group differences in learning-related changes in performance (reaction time, accuracy) or in the amplitude of event-related potentials (ERPs) associated with stimulus processing (P3 ERP) or feedback processing (feedback-related negativity; FRN) during the acquisition phase. However, children's performance was significantly more disrupted by the reversal than adults and FRN amplitudes were significantly modulated by the reversal phase in children but not adults. These findings indicate that children have specific difficulties with reinforcement learning when acquired behaviours must be altered. This may be caused by the added demands on immature executive functioning, specifically response monitoring, created by the requirement to reverse the associations, or a developmental difference in the way in which children and adults approach reinforcement learning.