THE IMPACT OF SOCIAL BELIEF ON THE NEUROPHYSIOLOGY OF LEARNING AND MEMORY

这个子项目是许多研究子项目中利用 资源由NIH/NCRR资助的中心拨款提供。子项目和 调查员(PI)可能从NIH的另一个来源获得了主要资金， 并因此可以在其他清晰的条目中表示。列出的机构是 该中心不一定是调查人员的机构。 对提供绩效反馈的教师的社会地位的信念如何影响学习和随后的记忆表征？在两个实验中，我们测量了间歇性和渐进式学习的生理和神经关联，以阐明社会性反馈和非社会性反馈的影响。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. How does belief in the social status of an instructor providing performance-based feedback impact learning and subsequent memory representation? In two experiments, we measured physiological and neural correlates of episodic and incremental learning to elucidate the impact of social vs. non-social feedback.