Social feedback interferes with implicit rule learning: Evidence from event-related brain potentials.
The human brain can learn contingencies built into stimulus sequences unconsciously. The quality of such implicit learning has been connected to stimulus social relevance, but results so far are inconsistent. We engaged participants in an implicit-intentional learning task in which they learned to d...
| Publicado en: | Cognitive, Affective & Behavioral Neuroscience Vol. 18; no. 6; pp. 1248 - 1259 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132904653&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132904653 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15307026 NA4 jtl: Cognitive, Affective & Behavioral Neuroscience issn: 15307026 maglogo: N pubinfo: dt: Dec2018 vid: 18 iid: 6 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 132904653 10.3758/s13415-018-0635-z 132904653 ppf: 1248 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Social feedback interferes with implicit rule learning: Evidence from event-related brain potentials. aug: au: Beston, Philippa J. Barbet, Cécile Heerey, Erin A. Thierry, Guillaume affil: School of Psychology, Bangor University, Brigantia Building, Penrallt Road, LL57 2AS, Bangor, Wales, UK sug: ab: The human brain can learn contingencies built into stimulus sequences unconsciously. The quality of such implicit learning has been connected to stimulus social relevance, but results so far are inconsistent. We engaged participants in an implicit-intentional learning task in which they learned to discriminate between legal and illegal card triads on the sole basis of feedback provided within a staircase procedure. Half of the participants received feedback from pictures of faces with a happy or sad expression (social group) and the other half based on traffic light icons (symbolic group). We hypothesised that feedback from faces would have a greater impact on learning than that from traffic lights. Although performance during learning did not differ between groups, the feedback error-related negativity (fERN) was delayed by ~20 ms for social relative to symbolic feedback, and the P3b modulation elicited by infrequent legal card triads within a stream of illegal ones during the test phase was significantly larger in the symbolic than the social feedback group. Furthermore, the P3b mean amplitude recorded at test negatively correlated with the latency of the fERN recorded during learning. These results counterintuitively suggest that, relative to symbolic feedback, socially salient feedback interferes with implicit learning. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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