I Don't Want to Miss a Thing - Learning Dynamics and Effects of Feedback Type and Monetary Incentive in a Paired Associate Deterministic Learning Task

Neural correlates of extrinsic and intrinsic outcome processing during learning in individuals with TBI: a pilot investigation

Outcome processing, the ability to learn from feedback, is an important component of adaptive behavior and rehabilitation. Evidence from healthy adults implicates the striatum and dopamine in outcome processing. Animal research shows that damage to dopaminergic pathways in the brain can lead to a disruption of dopamine tone and transmission. Such evidence thus suggests that persons with TBI experience deficits in outcome processing. However, no research has directly investigated outcome processing and associated neural mechanisms in TBI. Here, we examine outcome processing in individuals with TBI during learning. Given that TBI negatively impacts striatal and dopaminergic systems, we hypothesize that individuals with TBI exhibit deficits in learning from outcomes. To test this hypothesis, individuals with moderate-to-severe TBI and healthy adults were presented with a declarative paired-associate word learning task. Outcomes indicating performance accuracy were presented immediately during task performance and in the form of either monetary or performance-based feedback. Two types of feedback provided the opportunity to test whether extrinsic and intrinsic motivational aspects of outcome presentation play a role during learning and outcome processing. Our results show that individuals with TBI exhibited impaired learning from feedback compared to healthy participants. Additionally, individuals with TBI exhibited increased activation in the striatum during outcome processing. The results of this study suggest that outcome processing and learning from immediate outcomes is impaired in individuals with TBI and might be related to inefficient use of neural resources during task performance as reflected by increased activation of the striatum.

Dynamics of error-related activity in deterministic learning - an EEG and fMRI study

There is a close relationship between progress in learning and the error-monitoring system. EEG and fMRI studies using probabilistic learning have revealed the distinct dynamics of this system after response and feedback, i.e. an increase of error-related and a decrease of feedback-related activity in the anterior cingulate cortex (ACC). Based on the existing theories, it can be presumed that during deterministic learning feedback-related activity in ACC would also increase. Since these assumptions have not yet been confirmed, it can be only speculated based on the data from the probabilistic paradigms how the information is being integrated within the ACC during deterministic learning. Here we implemented the Paired Associate Deterministic Learning task to the EEG and fMRI experiments. The analysis of EEG data showed a significant increase in the amplitude for both ERN and FN. Similarly, the fMRI results showed an increase in response-related and feedback-related activity of the ACC in erroneous trials. Our findings are in line with the current theories of ACC function: increasing ACC activity can be linked to the detected discrepancy between expected and obtained outcomes. We argue that expectancy violations in the course of deterministic learning are signalled by both, internal and external evaluation system.