The benefits of negative yet informative feedback

The neuroscientific basis of flow: Learning progress guides task engagement and cognitive control

People often strive for deep engagement in activities, a state typically associated with feelings of flow - full task absorption accompanied by a sense of control and enjoyment. The intrinsic factors driving such engagement and facilitating subjective feelings of flow remain unclear. Building on computational theories of intrinsic motivation, this study examines how learning progress predicts engagement and directs cognitive control. Results showed that task engagement, indicated by feelings of flow and low distractibility, is a function of learning progress. Electroencephalography data further revealed that learning progress is associated with enhanced proactive preparation (e.g., reduced pre-stimulus contingent negativity variance and parietal alpha desynchronization) and improved feedback processing (e.g., increased P3b amplitude and parietal alpha desynchronization). The impact of learning progress on cognitive control is observed at the task-block and goal-episode levels, but not at the trial level. This suggests that learning progress shapes cognitive control over extended periods as progress accumulates. These findings highlight the critical role of learning progress in sustaining engagement and cognitive control in goal-directed behavior.

Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students

BACKGROUND

Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.

AIM

Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.

SAMPLE

A total of 250 (Mage  = 12.18, SD = .89; 46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n  = 124) or a supportive error feedback condition (n  = 126).

METHOD

The intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre-test, intervention and post-test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre-test and after the intervention, students reported their reactions towards errors and filled in the post-test.

RESULTS

Receiving supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post-test scores.

CONCLUSIONS

Our findings can inform the development of online teaching units that promote an error-oriented approach.

Money versus performance feedback: money associated with lower feelings of cognitive fatigue

OBJECTIVE

Prior research suggests that effort and reward are central to cognitive fatigue. To better understand the influence of reward on cognitive fatigue, this study examined the effect of reward type and frequency on cognitive fatigue.

PARTICIPANTS AND METHODS

In an online between-subjects study, 400 participants completed a computerized switching task and were randomly sorted into one of the five possible groups based on reward condition: [1] infrequent money, [2] frequent money, [3] infrequent performance-feedback, [4] frequent performance feedback, and [5] no-reward. Cognitive fatigue was assessed using the Visual Analog Scale for Fatigue (VAS-F) during the task. Mixed effects models were used to estimate the influence of reward type and frequency on task performance and cognitive fatigue.

RESULTS

We found that participants in the monetary groups were significantly faster (p < .001) compared to participants in the feedback and no-reward groups. We also found that participants in the frequent-money group were significantly faster than those in the infrequent-money group (p < .001). We found that the group receiving infrequent-money was associated with a decrease in VAS-F scores compared to no-reward (p = .04).

CONCLUSIONS

The current study supports the role of reward in cognitive fatigue. Our results confirm well-established findings that money positively influences on-task behavior, especially when money is provided frequently. In a cognitively healthy sample, there is some evidence to suggest that money provided infrequently could decrease feelings of fatigue. Continued work is needed to understand how, and which, specific behavioral reward manipulations reduce fatigue, especially in clinical populations most affected by fatigue.

Dorsal posterior cingulate cortex responds to negative feedback information supporting learning and relearning of response policies

Many challenges in life come without explicit instructions. Instead, humans need to test, select, and adapt their behavioral responses based on feedback from the environment. While reward-centric accounts of feedback processing primarily stress the reinforcing aspect of positive feedback, feedback’s central function from an information-processing perspective is to offer an opportunity to correct errors, thus putting a greater emphasis on the informational content of negative feedback. Independent of its potential rewarding value, the informational value of performance feedback has recently been suggested to be neurophysiologically encoded in the dorsal portion of the posterior cingulate cortex (dPCC). To further test this association, we investigated multidimensional categorization and reversal learning by comparing negative and positive feedback in an event-related functional magnetic resonance imaging experiment. Negative feedback, compared with positive feedback, increased activation in the dPCC as well as in brain regions typically involved in error processing. Only in the dPCC, subarea d23, this effect was significantly enhanced in relearning, where negative feedback signaled the need to shift away from a previously established response policy. Together with previous findings, this result contributes to a more fine-grained functional parcellation of PCC subregions and supports the dPCC’s involvement in the adaptation to behaviorally relevant information from the environment.

Role of Perceived Competence and Task Interest in Learning From Negative Feedback

We used functional magnetic resonance imaging to examine the interactive effects of perceived competence and task interest on the cognitive and affective responses to negative feedback. Twenty-four undergraduates performed both interesting and uninteresting tasks and received failure feedback. The participants’ perceived competence in the task was manipulated between subjects prior to scanning with bogus feedback. The results showed that negative feedback processing was contingent upon both perceived competence and task interest. The most adaptive coping mechanism, indicated by activation in the cognitive control network and attenuation in the negative affect region, was identified for the high-competence and high-interest combination. When either competence or interest was low, signals in the cognitive control network were weaker. The most detrimental activation patterns were observed for the combination of low-competence and high interest. Our results reveal the combination of task and learner characteristics that best harnesses the potential benefits of negative feedback and illustrate the neuroscientific mechanisms underlying this observation.