The impact of positive and negative feedback on reaction time in brain-damaged patients.

2000 ◽  
Vol 14 (1) ◽  
pp. 125-133 ◽  
Author(s):  
Siegfried Gauggel ◽  
Anne Wietasch ◽  
Christine Bayer ◽  
Claudia Rolko
2020 ◽  
Vol 35 (1) ◽  
pp. 40-49
Author(s):  
Qian Zhuang ◽  
Siyu Zhu ◽  
Xue Yang ◽  
Xinqi Zhou ◽  
Xiaolei Xu ◽  
...  

Background: Feedback evaluation of actions and error response detection are critical for optimizing behavioral adaptation. Oxytocin can facilitate learning following social feedback but whether its effects vary as a function of feedback valence remains unclear. Aims: The present study aimed to investigate whether oxytocin would influence responses to positive and negative feedback differentially or equivalently. Methods: The present study employed a randomized, double-blind, placebo controlled within-subject design to investigate whether intranasal oxytocin (24 IU) influenced behavioral and evoked electrophysiological potential responses to positive or negative feedback in a probabilistic learning task. Results: Results showed that oxytocin facilitated learning and this effect was maintained in the absence of feedback. Using novel stimulus pairings, we found that oxytocin abolished bias towards learning more from negative feedback under placebo by increasing accuracy for positively reinforced stimuli. Oxytocin also decreased the feedback-related negativity difference (negative minus positive feedback) during learning, further suggesting that it rendered the evaluation of positive and negative feedback more equivalent. Additionally, post-learning oxytocin attenuated error-related negativity amplitudes but increased the late error positivity, suggesting that it may lower conflict detection between actual errors and expected correct responses at an early stage of processing but at a later stage increase error awareness and motivation for avoiding them. Conclusions: Oxytocin facilitates learning and subsequent performance by rendering the impact of positive relative to negative feedback more equivalent and also by reducing conflict detection and increasing error awareness, which may be beneficial for behavioral adaption.


2013 ◽  
Vol 72 (2) ◽  
pp. 79-89 ◽  
Author(s):  
Björn Krenn ◽  
Sabine Würth ◽  
Andreas Hergovich

This research project was undertaken in response to Kluger and DeNisi’s (1996 ) call for more primary studies to investigate specific propositions of the feedback intervention theory (FIT). To study the assumptions of FIT on the level of task-motivation processes, we analyzed the impact of combined positive and negative feedback. Participants (N = 413) performed a series of tasks in which they were to indicate the number of athletes appearing in short video sequences of different sports. After each task performance the participants received manipulated feedback and were to choose between predetermined options (e.g., raise the level of difficulty, maintain the level of difficulty). We found that the participants most frequently raised the difficulty level after receiving positive feedback and maintained the level after receiving negative feedback. There were no significant differences in the performance of participants who raised and those who maintained the difficulty level after receiving positive or negative feedback. However, the performance of participants who raised the difficulty level after receiving positive feedback increased more than that of those who maintained the difficulty level after receiving negative feedback. In addition, we observed an increase in participants’ avoidance behavior in response to repeated negative feedback. The results partially confirmed the assumptions of the FIT.


2019 ◽  
Vol 120 ◽  
pp. 253-261
Author(s):  
Shufeng Hao ◽  
Chongyang Shi ◽  
Zhendong Niu ◽  
Longbing Cao

2009 ◽  
Vol 40 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Tadeusz Ostrowski

Self-esteem and social support in the occupational stress-subjective health relationship among medical professionals The starting point for the presented study was the concept by House who construed social support as buffering the impact of work-related stress on health. Self-esteem was taken under consideration as the other potential stress buffer. It was hypothesized that both social support and self-esteem would have a salutogenic effect, since they attenuate the experience of occupational stress and reduce health problems associated with the experienced job stress. Participants in the study were 361 medical professionals representing various specialties. They were examined using the Subjective Job Evaluation Questionnaire by Dudek et al., the Mood and Health State Questionnaire by Rząsa, the Self-Esteem Scale by M. Rosenberg and Significant Other Scale by Power et al. The higher was the respondents' occupational stress, the poorer was their subjective physical health. Such components of occupational stress as responsibility, psychological strain due to job complexity, lack of rewards at work, and a sense of threat were found to be most important in this respect. These four components of occupational stress were interrelated and constituted a feedback loop. The study confirmed a salutogenic role of self-esteem, contributing to subjective health improvement. Satisfaction with social support had also a positive role, since it reduced the amount of experienced job stress, thus exerting a health-promoting effect. There was a direct negative feedback loop between self-esteem and somatic health problems. Irrespective of that, satisfaction with social support was found to interact with perceived occupational stress in a negative feedback loop. However, neither of these two factors, i.e. self-esteem and social support, had an effect of buffering the impact of occupational stress on health. This suggests that the initial model proposed by House as well as the present author's earlier research findings obtained from a smaller sample should be revised.


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