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的一个 由NIH/NCRR资助的中心赠款提供的资源。子项目和 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可以在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 对提供基于表现的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，我们测量了情景学习和增量学习的生理和神经相关性，以阐明社会与非社会反馈的影响。

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.