scholarly journals Functional heterogeneity of perceived control in feedback processing

2020 ◽  
Vol 15 (3) ◽  
pp. 329-336
Author(s):  
Ya Zheng ◽  
Mengyao Wang ◽  
Shiyu Zhou ◽  
Jing Xu
Keyword(s):  
Negative Feedback ◽  
Positive Feedback ◽  
Perceived Control ◽  
Choice Task ◽  
Functional Heterogeneity ◽  
Psychological Function ◽  
Feedback Processing ◽  
Reward Positivity ◽  
Motivational Salience ◽  
Feedback Valence

Abstract Perceived control is a fundamental psychological function that can either boost positive affect or buffer negative affect. The current study addressed the electrophysiological correlates underlying perceived control, as exercised by choice, in the processing of feedback valence. Thirty-six participants performed an EEG choice task during which they received positive or negative feedback following choices made either by themselves or by a computer. Perceived control resulted in an enhanced reward positivity for positive feedback but increased theta power for negative feedback. Further, perceived control led to greater feedback P3 amplitude and delta power, regardless of feedback valence. These results suggest functional heterogeneity of perceived control in feedback processing as diverse as magnifying the reward signal, enhancing the need for control and increasing the motivational salience of outcome irrespective of valence.

From Positivity to Negativity Bias: Ambiguity Affects the Neurophysiological Signatures of Feedback Processing

2016 ◽  
Vol 28 (4) ◽  
pp. 542-557 ◽  
Author(s):  
Henning Gibbons ◽  
Robert Schnuerch ◽  
Jutta Stahl
Keyword(s):  
Negative Feedback ◽  
Positive Feedback ◽  
Learning Task ◽  
Negativity Bias ◽  
Feedback Processing ◽  
Reward Positivity ◽  
Controlled Attention ◽  
Error Learning ◽  
Late Positive Complex ◽  
Positive Complex

Previous studies on the neurophysiological underpinnings of feedback processing almost exclusively used low-ambiguity feedback, which does not fully address the diversity of situations in everyday life. We therefore used a pseudo trial-and-error learning task to investigate ERPs of low- versus high-ambiguity feedback. Twenty-eight participants tried to deduce the rule governing visual feedback to their button presses in response to visual stimuli. In the blocked condition, the same two feedback words were presented across several consecutive trials, whereas in the random condition feedback was randomly drawn on each trial from sets of five positive and five negative words. The feedback-related negativity (FRN-D), a frontocentral ERP difference between negative and positive feedback, was significantly larger in the blocked condition, whereas the centroparietal late positive complex indicating controlled attention was enhanced for negative feedback irrespective of condition. Moreover, FRN-D in the blocked condition was due to increased reward positivity (Rew-P) for positive feedback, rather than increased (raw) FRN for negative feedback. Our findings strongly support recent lines of evidence that the FRN-D, one of the most widely studied signatures of reinforcement learning in the human brain, critically depends on feedback discriminability and is primarily driven by the Rew-P. A novel finding concerned larger frontocentral P2 for negative feedback in the random but not the blocked condition. Although Rew-P points to a positivity bias in feedback processing under conditions of low feedback ambiguity, P2 suggests a specific adaptation of information processing in case of highly ambiguous feedback, involving an early negativity bias. Generalizability of the P2 findings was demonstrated in a second experiment using explicit valence categorization of highly emotional positive and negative adjectives.

scholarly journals Stuck in a negative me: fMRI study on the role of disturbed self-views in social feedback processing in borderline personality disorder

2019 ◽  
Vol 50 (4) ◽  
pp. 625-635 ◽  
Author(s):  
Charlotte C. van Schie ◽  
Chui-De Chiu ◽  
Serge A. R. B. Rombouts ◽  
Willem J. Heiser ◽  
Bernet M. Elzinga
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Borderline Personality ◽  
Positive Interactions ◽  
Social Feedback ◽  
Feedback Processing ◽  
Temporoparietal Junction ◽  
Fmri Study

AbstractBackgroundInterpersonal difficulties in borderline personality disorder (BPD) could be related to the disturbed self-views of BPD patients. This study investigates affective and neural responses to positive and negative social feedback (SF) of BPD patients compared with healthy (HC) and low self-esteem (LSE) controls and how this relates to individual self-views.MethodsBPD (N = 26), HC (N = 32), and LSE (N = 22) performed a SF task in a magnetic resonance imaging scanner. Participants received 15 negative, intermediate and positive evaluative feedback words putatively given by another participant and rated their mood and applicability of the words to the self.ResultsBPD had more negative self-views than HC and felt worse after negative feedback. Applicability of feedback was a less strong determinant of mood in BPD than HC. Increased precuneus activation was observed in HC to negative compared with positive feedback, whereas in BPD, this was similarly low for both valences. HC showed increased temporoparietal junction (TPJ) activation to positive v. negative feedback, while BPD showed more TPJ activation to negative feedback. The LSE group showed a different pattern of results suggesting that LSE cannot explain these findings in BPD.ConclusionsThe negative self-views that BPD have, may obstruct critically examining negative feedback, resulting in lower mood. Moreover, where HC focus on the positive feedback (based on TPJ activation), BPD seem to focus more on negative feedback, potentially maintaining negative self-views. Better balanced self-views may make BPD better equipped to deal with potential negative feedback and more open to positive interactions.

scholarly journals Effect of Feedback Valence on Family Resemblance Category Learning

2019 ◽  
Author(s):  
Jing-Shang Che ◽  
Qiang Xing ◽  
Ai-mei Li
Keyword(s):  
Negative Feedback ◽  
Category Learning ◽  
Positive Feedback ◽  
Test Scores ◽  
Family Resemblance ◽  
Feedback Condition ◽  
Physiological Level ◽  
Behavioral Level ◽  
The Brain ◽  
Feedback Valence

This research uses ERPs method to study how different valence of feedback influence family resemblance category learning. The results showed that at the behavioral level, participants in the negative feedback condition received higher test scores than those in the positive feedback condition; at the physiological level, the four kinds of ERPs evoked by both negative and positive feedback are P200, P300, and FRN. Compared with the non-feedback condition, P300 is more sensitive to negative feedback, and negative feedback induces larger amplitude, while P300 is not sensitive to positive feedback. For both negative and positive feedback, when feedback was presented after 200-300ms, the reaction to errors induced FRN production, and FRN produced under negative feedback condition led to more activation. This research has deepened our understanding of the influence of feedback valence on category learning from the brain mechanisms as well.

scholarly journals Increased Anxiety is Associated with Better Learning from Negative Feedback

2020 ◽  
pp. 147572572096576
Author(s):  
Daniella L. Jones ◽  
Jonathan D. Nelson ◽  
Bertram Opitz
Keyword(s):  
Negative Feedback ◽  
Positive Feedback ◽  
Mental Health Problems ◽  
Learning Task ◽  
Event Related Potential ◽  
Feedback Processing ◽  
Feedback Communication ◽  
Teacher Student ◽  
Penn State ◽  
State Worry

Anxiety is one of the most prevalent mental health problems; it is known to impede cognitive functioning. It is believed to alter preferences for feedback-based learning in anxious and non-anxious learners. Thus, the present study measured feedback processing in adults ( N = 30) with and without anxiety symptoms using a probabilistic learning task. Event-related potential (ERP) measures were used to assess how the bias for either positive or negative feedback learning is reflected by the feedback-related negativity component (FRN), an ERP extracted from the electroencephalogram. Anxious individuals, identified by means of the Penn State Worry Questionnaire, showed a diminished FRN and increased accuracy after negative compared to positive feedback. Non-anxious individuals exhibited the reversed pattern with better learning from positive feedback, highlighting their preference for positive feedback. Our ERP results imply that impairments with feedback-based learning in anxious individuals are due to alterations in the mesolimbic dopaminergic system. Our finding that anxious individuals seem to favor negative as opposed to positive feedback has important implications for teacher–student feedback communication.

scholarly journals Learning With and Without Feedback in Children With Developmental Language Disorder

2021 ◽  
pp. 1-16
Author(s):  
Yael Arbel ◽  
Isabel Fitzpatrick ◽  
Xinyi He
Keyword(s):  
Learning Outcomes ◽  
Negative Feedback ◽  
Performance Feedback ◽  
Positive Feedback ◽  
Language Disorder ◽  
Event Related Potential ◽  
School Age Children ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Feedback Processing

Purpose Intervention provided to school-age children with developmental language disorder often relies on the provision of performance feedback, yet it is unclear whether children with this disorder benefit from feedback-based learning. The study evaluates the effect of performance feedback on learning in children with developmental language disorder. Method Thirteen 8- to 12-year-old children with developmental language disorder and 14 age- and gender-matched children with typical language development completed two learning tasks whose objective was to pair nonword novel names with novel objects. The two tasks differed in the presence of performance feedback to guide learning. Learning outcomes on immediate and follow-up tests were compared between the feedback-based and feedback-free tasks. Additionally, an electrophysiological marker of feedback processing was compared between children with and without developmental language disorder. Results Children with developmental language disorder demonstrated poorer learning outcomes on both tasks when compared with their peers, but both groups achieved better accuracy on the feedback-free task when compared with the feedback-based task. Within the feedback-based task, children were more likely to repeat a correct response than to change it after positive feedback but were as likely to repeat an error as they were to correct it after receiving negative feedback. While children with typical language elicited a feedback-related negativity with greater amplitude to negative feedback, this event-related potential had no amplitude differences between positive and negative feedback in children with developmental language disorder. Conclusions Findings indicate that 8- to 12-year-old children benefit more from a feedback-free learning environment and that negative feedback is not as effective as positive feedback in facilitating learning in children. The behavioral and electrophysiological data provide evidence that feedback processing is impaired in children with developmental language disorders. Future research should evaluate feedback-based learning in children with this disorder using other learning paradigms.

scholarly journals Suppression of personality variation in boldness during foraging in three-spined sticklebacks

2021 ◽  
Vol 75 (4) ◽  
Author(s):  
Hannah E. A. MacGregor ◽  
Aislinn Cottage ◽  
Christos C. Ioannou
Keyword(s):  
Negative Feedback ◽  
Risk Taking ◽  
Positive Feedback ◽  
Gasterosteus Aculeatus ◽  
Control Treatment ◽  
Refuge Use ◽  
Individual Level ◽  
Behavioural Type ◽  
State Behaviour

Abstract Consistent inter-individual variation in behaviour within a population, widely referred to as personality variation, can be affected by environmental context. Feedbacks between an individual’s behaviour and state can strengthen (positive feedback) or weaken (negative feedback) individual differences when experiences such as predator encounters or winning contests are dependent on behavioural type. We examined the influence of foraging on individual-level consistency in refuge use (a measure of risk-taking, i.e. boldness) in three-spined sticklebacks, Gasterosteus aculeatus, and particularly whether changes in refuge use depended on boldness measured under control conditions. In the control treatment trials with no food, individuals were repeatable in refuge use across repeated trials, and this behavioural consistency did not differ between the start and end of these trials. In contrast, when food was available, individuals showed a higher degree of consistency in refuge use at the start of the trials versus controls but this consistency significantly reduced by the end of the trials. The effect of the opportunity to forage was dependent on behavioural type, with bolder fish varying more in their refuge use between the start and the end of the feeding trials than shyer fish, and boldness positively predicted the likelihood of feeding at the start but not at the end of the trials. This suggests a state-behaviour feedback, but there was no overall trend in how bolder individuals changed their behaviour. Our study shows that personality variation can be suppressed in foraging contexts and a potential but unpredictable role of feedbacks between state and behaviour. Significance statement In this experimental study, we examined how foraging influences consistency in risk-taking in individual three-spined sticklebacks. We show that bolder individuals become less consistent in their risk-taking behaviour than shyer individuals during foraging. Some bolder individuals reinforce their risk-taking behaviour, suggesting a positive feedback between state and behaviour, while others converge on the behaviour of shyer individuals, suggesting a negative feedback. In support of a role of satiation in driving negative feedback effects, we found that bolder individuals were more likely to feed at the start but not at the end of the trials. Overall, our findings suggest that foraging can influence personality variation in risk-taking behaviour; however, the role of feedbacks may be unpredictable.

scholarly journals Bayesian analysis of time-varying interactions between stock returns and foreign equity flows

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Boubekeur Baba ◽  
Güven Sevil
Keyword(s):  
Stock Returns ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Positive Response ◽  
Time Varying ◽  
Economic Uncertainty ◽  
Foreign Investors ◽  
New Findings ◽  
Net Flows ◽  
Feedback Trading

AbstractThis study discusses the trading behavior of foreign investors with respect to economic uncertainty in the South Korean stock market from a time-varying perspective. We employ a news-based measure of economic uncertainty along with the model of time-varying parameter vector autoregression with stochastic volatility. The empirical analysis reveals several new findings about foreign investors’ trading behaviors. First, we find evidence that positive feedback trading often appears during periods of high economic uncertainty, whereas negative feedback trading is exclusively observable during periods of low economic uncertainty. Second, the foreign investors’ feedback trading appears mostly to be well-timed and often leads the time-varying economic uncertainty except in periods of global crises. Third, lagged negative (positive) response of net flows to economic uncertainty is found to be coupled with lagged positive (negative) feedback trading. Fourth, the study documents an asymmetric response of foreign investors with regard to negative and positive shocks of economic uncertainty. Specifically, we find that they instantly turn to positive feedback trading after a negative contemporaneous response of net flows to shocks of economic uncertainty. In contrast, they move slowly toward negative feedback trading after a positive response of net flows to uncertainty shocks.

scholarly journals A13-2 Identification of negative feedback, positive feedback and feed foward sequences during tilt test in young women with syncope

EP Europace ◽  
2003 ◽  
Vol 4 (Supplement_2) ◽  
pp. B19-B19
Author(s):  
G.A. Ruiz ◽  
J.C. Perfetto ◽  
S. Gallino ◽  
R. Chirife ◽  
A. Guillardot ◽  
...  
Keyword(s):  
Young Women ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Tilt Test

EFFECT OF HYPOTHALAMIC DEAFFERENTATION ON THE CONTROL OF LUTEINIZING HORMONE SECRETION

1970 ◽  
Vol 46 (1) ◽  
pp. 1-7 ◽  
Author(s):  
S. TALEISNIK ◽  
M. E. VELASCO ◽  
J. J. ASTRADA
Keyword(s):  
Luteinizing Hormone ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Hormone Secretion ◽  
Feedback Effect ◽  
Luteinizing Hormone Secretion ◽  
Ovarian Steroids ◽  
Medial Hypothalamus ◽  
Lh Release ◽  
Positive Feedback Effect

SUMMARY The influence that the interruption of the neural afferents to the hypothalamus exerts on ovulation and on the release of luteinizing hormone (LH) was studied in the rat. Animals with retrochiasmatic sections interrupting the neural connexions between the medial hypothalamus and the preoptic area (POA) showed constant oestrus and failed to ovulate. Animals in which the dorsal neural afferents to the POA were transected had oestrous cycles and ovulated normally. The positive feedback effect of progesterone on LH release in spayed animals primed either with 20 μg. oestradiol benzoate or 2·5 mg. testosterone propionate 3 days before was studied. Transection of the dorsal afferents to the POA favoured an increase in plasma LH, but in animals with retrochiasmatic sections the response was abolished. However, the negative feedback effect of ovarian steroids operated after both types of transection because an increase in plasma LH occurred after ovariectomy. It is concluded that the negative feedback effect of ovarian steroids acts on the medial hypothalamus which can maintain a tonic release of gonadotrophins in the absence of steroids. In contrast, the POA involved in the positive feedback effect of progesterone is concerned with the phasic release of LH.

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