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

Gawłowska, Magda; Beldzik, Ewa; Domagalik, Aleksandra; Gągol, Adam; Marek, Tadeusz; Mojsa-Kaja, Justyna

doi:10.3389/fpsyg.2017.00935

Cited by 3 publications

(4 citation statements)

References 58 publications

(69 reference statements)

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“…Our data show that participants with moderate-to-severe TBI exhibit de cits in learning through feedback compared to HCs. Consistent with past research, learning in the HCs group improved with non-monetary (subjective) feedback with a similar but non-signi cant pattern of performance for monetary (objective) feedback (Albrecht, Abeler, Weber, & Falk, 2014;Daniel & Pollmann, 2010;Gawlowska et al, 2017). This was not the case in participants with TBI whose learning did not improve, regardless of whether monetary or non-monetary feedback was presented.…”

Section: Discussionsupporting

confidence: 87%

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

Dobryakova

Zuckerman

Sandry

2021

Brain Imaging and Behavior

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Objective: 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 de cits 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 de cits in learning from outcomes.Methods: 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.Results: 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. Conclusions: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 ine cient use of neural resources during task performance as re ected by increased activation of the striatum.

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Section: Discussionsupporting

confidence: 87%

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

Dobryakova

Zuckerman

Sandry

2021

Brain Imaging and Behavior

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“…We used the recently introduced experimental paradigm 40 , which operates on the rules of a deterministic environment: the Paired Associate Deterministic Learning task (PADL). To account for the demands of the fMRI technique (task duration), we used only blocks with a monetary incentive.…”

Section: Methodsmentioning

confidence: 99%

“…In the current study, we used the experimental paradigm we recently introduced which operates on the grounds of a deterministic environment: 40 the Paired Associate Deterministic Learning task (PADL, Fig. 1 ).…”

Section: Introductionmentioning

confidence: 99%

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

Gawłowska

Domagalik

Beldzik

et al. 2018

Sci Rep

Self Cite

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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.

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“…The Paired Associate Deterministic Learning Task (PADL) was designed to determine if feedback information which is limited to positive and negative, is suitable in a deterministic learning process [15]. The feedback in PADL is provided based on the student's solution with motivational factor in the form of an expected monetary reward.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Adaptive Feedback on Student’s Learning Gains

Bimba¹,

Idris²,

Al-Hunaiyyan³

et al. 2021

IJACSA

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There is an increase in the implementation of adaptive feedback models, which focus on the relationship between adaptive feedback and learning gains. These literatures suggest that the complex relationship between feedback, task complexity, pedagogical principles and student's characteristics affect the significance of feedback effects. However, current studies have shown insufficient research on the effect of adaptive feedback characteristics on student's learning gains. Thus, there is a need to investigate the effect of multiple adaptive feedback characteristics on student's learning gains. The adaptive feedback model proposed supports the retrieval of appropriate feedback for students based on established weights between related concepts. In comparing three experimental groups, students who were provided with adaptive feedback showed learning gains and normalized learning gains of 0.87 and 0.05 over the normal feedback group, with 0.97 and 0.07 over the non-feedback group. This research yielded better outcomes than previous similar studies.

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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

Cited by 3 publications

References 58 publications

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

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

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

The Effects of Adaptive Feedback on Student’s Learning Gains

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