The effect of task difficulty on feedback processing in children
The effect of task difficulty on feedback processing in children
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DOI：
10.1016/j.ijpsycho.2020.04.014
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发表时间：
2020-07-01
影响因子：
3
通讯作者：
Arbel, Y.
中科院分区：
文献类型：
--
作者：
Arbel, Y.
本研究采用事件相关电位（ERPs）技术，以7-11岁儿童为被试，探讨了任务难度对反馈加工的影响。孩子们完成了两个陈述性学习任务，不同的数量的对象名称对他们需要学习，认为任务的两倍多对更难。在任务过程中记录EEG，并分析时间锁定到反馈呈现的事件相关电位。此外，在每个任务结束时，在测试块中测量准确度。从行为上看，儿童在简单任务上的准确率高于困难任务。与之前在成人中的研究结果一致，FRN对任务难度不敏感。然而，反馈相关的P300和FRN之后的额中央正性被发现对任务难度敏感，使得它们的振幅在简单任务中较大。这种模式是相反的，以前在成人中的报告，并可能反映了儿童的注意力分配的动机的效果。
The study evaluated the effect of task difficulty on feedback processing as measured by the feedback related event related potentials (ERPs) in 7-11-years-old children. Children completed two declarative learning tasks that differed in the number of object-name pairs they were required to learn, deeming the task with twice as many pairs as more difficult. EEG was recorded during the tasks, and event related potentials time-locked to the feedback presentation were analyzed. Additionally, Accuracy was measured in test block at the end of each task. Behaviorally, children achieved better accuracy on the easy task than on the difficult task. In line with previous findings in adults, the FRN was not found sensitive to task difficulty. However, a feedback-related P300 and a fronto-central positivity that followed the FRN were found sensitive to task difficulty such that their amplitudes were larger in the easy task. This pattern is opposite to that reported previously in adults and may reflect the effect of motivation on attention allocation in children.