Effects of invalid feedback on learning and feedback-related brain activity in decision-making

Ernst, Benjamin; Steinhauser, Marco

doi:10.1016/j.bandc.2015.07.006

Cited by 19 publications

(15 citation statements)

References 60 publications

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“…Tremendous efforts have been undertaken to understand the influence of ambiguous cues or options on subsequent decision‐making, which has led to the discovery that people show ambiguity aversion (i.e., people are likely to avoid ambiguity when making choices; Heath & Tversky, 1991; Hsu, Bhatt, Adolphs, Tranel, & Camerer, 2005; Levy, Snell, Nelson, Rustichini, & Glimcher, 2010; for a review, see Platt & Huettel, 2008). In contrast, feedback ambiguity has received limited attention, despite its pervasiveness in daily life (Ernst & Steinhauser, 2015). Additionally, a large number of previous studies focus on the abnormal processing of ambiguous feedback processing in certain groups, such as anxious/depressive individuals and elderly adults (Amir, Beard, & Bower, 2005; Dykman & Volpicelli, 1983; Herbert, Eppinger, & Kray, 2011), rather than its general mechanisms, which is the focus of the current study.…”

Section: Introductionmentioning

confidence: 99%

“…When investigating feedback processing, the P3 is often associated with the emotional significance of outcome feedback (Gu et al., 2011; Luo et al., 2014; Wu & Zhou, 2009). Both the FRN and the P3 have been reported to be sensitive to the degree of information uncertainty, but it is unclear whether they reflect different aspects of ambiguous feedback processing (Ernst & Steinhauser, 2015; Gibbons, Schnuerch, & Stahl, 2016; Hirsh & Inzlicht, 2008; Polezzi et al., 2008; Polich, 1990). In this study, we predicted that the FRN amplitude would be sensitive to valence ambiguity according to the previous literature (Holroyd et al., 2006).…”

Section: Introductionmentioning

confidence: 99%

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Valence and magnitude ambiguity in feedback processing

Xue

Broster

et al. 2017

Brain and Behavior

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BackgroundOutcome feedback which indicates behavioral consequences are crucial for reinforcement learning and environmental adaptation. Nevertheless, outcome information in daily life is often totally or partially ambiguous. Studying how people interpret this kind of information would provide important knowledge about the human evaluative system.MethodsThis study concentrates on the neural processing of partially ambiguous feedback, that is, either its valence or magnitude is unknown to participants. To address this topic, we sequentially presented valence and magnitude information; electroencephalography (EEG) response to each kind of presentation was recorded and analyzed. The event‐related potential components feedback‐related negativity (FRN) and P3 were used as indices of neural activity.ResultsConsistent with previous literature, the FRN elicited by ambiguous valence was not significantly different from that elicited by negative valence. On the other hand, the FRN elicited by ambiguous magnitude was larger than both the large and small magnitude, indicating the motivation to seek unambiguous magnitude information. The P3 elicited by ambiguous valence and ambiguous magnitude was not significantly different from that elicited by negative valence and small magnitude, respectively, indicating the emotional significance of feedback ambiguity. Finally, the aforementioned effects also manifested in the stage of information integration.ConclusionThese findings indicate both similarities and discrepancies between the processing of valence ambiguity and that of magnitude ambiguity, which may help understand the mechanisms of ambiguous information processing.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Valence and magnitude ambiguity in feedback processing

Xue

Broster

et al. 2017

Brain and Behavior

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“…The neural circuits related to the ability to interpret this feedback in health adults include the dorsal and ventral prefrontal cortex (PFC), striatum, anterior cingulate cortex (ACC), nucleus accumbens and insula (Balasubramani et al, 2015, Ernst and Steinhauser, 2015, Hauser et al, 2015, Kohno et al, 2015, Liu et al, 2011, Rao et al, 2014, Tanabe et al, 2013). An impaired ability to learn from outcomes has been demonstrated in individuals with substance dependence disorders (Balconi et al, 2014, Tanabe et al, 2013, Worbe et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Effects of outcome on the covariance between risk level and brain activity in adolescents with internet gaming disorder

Yang

Dai

et al. 2016

NeuroImage: Clinical

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Individuals with internet gaming disorder (IGD) often have impaired risky decision-making abilities, and IGD-related functional changes have been observed during neuroimaging studies of decision-making tasks. However, it is still unclear how feedback (outcomes of decision-making) affects the subsequent risky decision-making in individuals with IGD. In this study, twenty-four adolescents with IGD and 24 healthy controls (HCs) were recruited and underwent functional magnetic resonance imaging while performing the balloon analog risk task (BART) to evaluate the effects of prior outcomes on brain activity during subsequent risky decision-making in adolescents with IGD. The covariance between risk level and activation of the bilateral ventral medial prefrontal cortex, left inferior frontal cortex, right ventral striatum (VS), left hippocampus/parahippocampus, right inferior occipital gyrus/fusiform gyrus and right inferior temporal gyrus demonstrated interaction effects of group by outcome (P < 0.05, AlphaSim correction). The regions with interactive effects were defined as ROI, and ROI-based intergroup comparisons showed that the covariance between risk level and brain activation was significantly greater in adolescents with IGD compared with HCs after a negative outcome occurred (P < 0.05). Our results indicated that negative outcomes affected the covariance between risk level and activation of the brain regions related to value estimation (prefrontal cortex), anticipation of rewards (VS), and emotional-related learning (hippocampus/parahippocampus), which may be one of the underlying neural mechanisms of disadvantageous risky decision-making in adolescents with IGD.

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“…Praise, critiques and suggestions were solution oriented . Special attention was given to provide valid and relevant content in the FB because invalid and irrelevant FB not only impairs learning but also interferes with the processing of relevant FB . FB was given individually , based on the directly observed personal performance of the dental student .…”

Section: Discussionmentioning

confidence: 99%

“…15,28,35,36 Special attention was given to provide valid and relevant content in the FB because invalid and irrelevant FB not only impairs learning but also interferes with the processing of relevant FB. 37 FB was given individually, based on the directly observed personal performance of the dental student. 30,38,39 Assisted by the assessment tool, observations, documentation and FB dialogue were well structured, 17,[39][40][41] combining grading with non-graded evaluation.…”

Section: T a B L E 3 Multivariate Regression Analysis Of Influencing mentioning

confidence: 99%

Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study

Schüler

Heinrich‐Weltzien

Eiselt

2018

Eur J Dental Education

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Effects of invalid feedback on learning and feedback-related brain activity in decision-making

Cited by 19 publications

References 60 publications

Valence and magnitude ambiguity in feedback processing

Valence and magnitude ambiguity in feedback processing

Effects of outcome on the covariance between risk level and brain activity in adolescents with internet gaming disorder

Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study

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