Blame everyone: Error-related devaluation in Eriksen flanker task

Chetverikov, Andrey; Iamschinina, Polina; Begler, Alena; Иванчей, Иван; Filippova, Margarita; Kuvaldina, Maria

doi:10.1016/j.actpsy.2017.09.008

Cited by 6 publications

(5 citation statements)

References 34 publications

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“…No feedback was presented to the participants during tasks to deliver motivation as a context and to avoid unequal effects of momentary salience of gain or loss. Since numerous emotion-related phenomena remain evident in absence of feedback (Chetverikov et al, 2017;Houtman et al, 2012), we expected achievement-and avoidance-oriented instructions to evoke subjective construal of outcomes.…”

Section: Introductionmentioning

confidence: 99%

Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

Созинов

Laukka

Lyashchenko

et al. 2020

Heliyon

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Classification of behavior into principal categories of approach and avoidance is grounded in evolutionary considerations and multiple results of behavioral, self-report, and brain-activity analyses. Contrasted via measures of cognitive processes, avoidance is accompanied by greater cognitive engagement than approach. Considering outcome as a key constituent of behavioral underpinnings, we interpret approach/avoidance distinction in terms of structure of experience: avoidance domain provides more detailed interaction with the environment, than approach domain. Learning outwardly similar behaviors aimed at gain or loss outcomes manifests formation of different structures that underlie further learning. Therefore, we predicted difference of learning transfer between gain and loss contexts that was revealed here by introducing two tasks for different groups of schoolchildren in Finland and Russia. The cultural specificity of gain/loss differences was also evident with employed measures, including error rate and post-error slowing. The results support that avoidance-motivated behavior is organized as a more complex organism-environment interaction, than the approach-motivated behavior.

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Section: Introductionmentioning

confidence: 99%

Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

Созинов

Laukka

Lyashchenko

et al. 2020

Heliyon

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“…Of relevance for the present research are studies that employed implicit measures of affect. Using an affect misattribution procedure (Payne et al, 2005), participants were found to rate neutral targets accompanied by response errors more negatively compared with targets accompanied by correct responses (Chetverikov et al, 2015(Chetverikov et al, , 2017.…”

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confidence: 99%

Feeling bad about being wrong: Affective evaluation of performed actions and its trial-by-trial relation to autonomic arousal.

Balzus¹,

Klawohn²,

Kathmann³

2021

Emotion

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Research on action monitoring and error processing has begun to consider the role of emotion, motivation, and peripheral autonomic arousal. To date, little is known about the specific nature of evaluative processing during action monitoring and its interaction with autonomic arousal. This study aimed to replicate and extend previous findings on affective action evaluation and to examine trial-level associations between action evaluation and autonomic arousal. Thirty participants performed an affective priming paradigm, consisting of a go/no-go task with an embedded word categorization task, while skin conductance response (SCR) was recorded. After each motor response in the go/no-go task, participants categorized an affective word as positive or negative. Using mixed-effects modeling, we replicated previous evidence of action-based affective priming, in that false alarms in the go/no-go task were followed by faster and more accurate categorization of negative compared with positive words, whereas hits were followed by faster categorization of positive compared with negative words. We found no evidence for a trial-level association between this priming effect and SCR. Instead, errors increased SCR and its magnitude predicted post-error slowing (PES) on a trial-by-trial level, in line with an orienting account of PES. Our findings support the notion that valence values are assigned to own performed actions, with incorrect actions being evaluated as negative events and correct actions as positive events. Our results further suggest that this valence evaluation might operate independently of arousal-related processes during action monitoring, indicating that these processes might serve different roles in promoting adaptive behavior.

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“…In these studies stimuli that were erroneously classified (e.g. omissions in the recognition task -Chetverikov, 2014) were subsequently evaluated as more negative, or transferred negative valence to the associated stimuli (Chetverikov et al, 2017). found the same effect for errors using the affective priming paradigm in the Eriksen flanker task.…”

Section: Discussionmentioning

confidence: 96%

“…Studies deriving predictions from the predictive activity of the cognitive system show that participants' decisions on primes can change the affective response to conflict substantially. Chetverikov and colleagues found a decreased valence of stimuli associated with participant errors (Chetverikov, 2014;Chetverikov & Filippova, 2014;Chetverikov et al, 2015;Chetverikov et al, 2017). In these studies stimuli that were erroneously classified (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…The absence of a negative valence of erroneous responses may be related to the unawareness of errorsin the AGL task, participants usually do not know that they have made an error. Whereas error-related devaluation was usually demonstrated on conscious errors (Chetverikov & Filippova, 2014;Chetverikov et al, 2015;Chetverikov et al, 2017;Schouppe et al, 2015;however, see Chetverikov, 2014 for an exception). Alternatively, our failure to detect error-related devaluation may be related to the small amount of conflict in erroneous trials.…”

Section: Discussionmentioning

confidence: 99%

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The Nature of Affect in the Structural Mere Exposure Effect

Иванчей

Asvarisch

2018

SSRN Journal

Self Cite

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This paper investigates the characteristics of the affective component in the structural mere exposure effect (SMEE). Two approaches are consideredfluency attribution approach (FA) and affect as predictive efficiency approach (APE)within a predictive coding framework. Using the artificial grammar learning and affective priming paradigms, we demonstrate that a violation of implicitly learned regularities elicits an automatic negative affective response. This result suggests that SMEE can be observed without any overtly evaluative judgment. Participants' decisions on the grammaticality of stimuli did not change this pattern. We conclude that SMEE is based on the affective response to prediction errors made by the cognitive system and may include the fluency attribution process in the later stages of processing.

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Blame everyone: Error-related devaluation in Eriksen flanker task

Cited by 6 publications

References 34 publications

Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

Feeling bad about being wrong: Affective evaluation of performed actions and its trial-by-trial relation to autonomic arousal.

The Nature of Affect in the Structural Mere Exposure Effect

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