The Good, the Bad, or the Useful? The Examination of the Relationship between the Feedback-related Negativity (FRN) and Long-term Learning Outcomes
The Good, the Bad, or the Useful? The Examination of the Relationship between the Feedback-related Negativity (FRN) and Long-term Learning Outcomes
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DOI：
10.1162/jocn_a_00385
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发表时间：
2013-08-01
影响因子：
3.2
通讯作者：
Donchin, Emanuel
中科院分区：
文献类型：
--
作者：
Arbel, Yael;Goforth, Kristen;Donchin, Emanuel
根据错误相关负性（ERN）的强化学习解释，ERN是ACC中产生的信号的表现，这是由于当监测系统评估事件比预期更糟时，中脑多巴胺系统的活动出现阶段性下降。这个信号也被假设用来改变行为，以确定未来的事件将有更好的结果。因此，预计该信号与学习成果相关。我们报告了一项研究，旨在探讨在何种程度上ERN是相关的学习成果内的一对联营公司的学习任务。反馈相关的消极性（FRN）引起的刺激，表明他们的反应是否是正确的或不检查根据的程度，在会议上学习的联营公司，并根据参与者是否回忆起协会的第二天。时空主成分分析的结果表明，而引起负反馈的过程引起的FRN的幅度是不相关的长期学习成果，正反馈与FRN样活动，这是与学习成果。另一个ERP组件，在时间上遵循FRN和共享其空间分布被发现与长期的学习成果。我们的研究结果揭示了反馈相关的ERP组件的功能意义，并在强化学习ERN假设的框架内进行了讨论。
According to the reinforcement learning account of the error-related negativity (ERN), the ERN is a manifestation of a signal generated in ACC as a consequence of a phasic decrease in the activity of the mesencephalic dopamine system occurring when the monitoring system evaluates events as worse than expected. This signal is also hypothesized to be used to modify behavior to ascertain that future events will have better outcomes. It is therefore expected that this signal be correlated with learning outcomes. We report a study designed to examine the extent to which the ERN is related to learning outcomes within a pairedassociates learning task. The feedback-related negativity (FRN) elicited by stimuli that indicated to the participants whether their response was correct or not was examined both according the degree to which the associates were learned in the session and according to whether participants recalled the associations on the next day. The results of the spatio-temporal PCA indicate that, whereas the process giving rise to the negative feedback elicited a FRN whose amplitude was not correlated with long-term learning outcomes, positive feedback was associated with a FRN-like activity, which was correlated with the learning outcomes. Another ERP component that follows the FRN temporally and shares its spatial distribution was found associated with long-term learning outcomes. Our findings shed light on the functional significance of the feedback-related ERP components and are discussed within the framework of the reinforcement learning ERN hypothesis.