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High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback

Standard

High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback. / Luft, Caroline Di Bernardi; Nolte, Guido; Bhattacharya, Joydeep.

in: J NEUROSCI, Jahrgang 33, Nr. 5, 30.01.2013, S. 2029-38.

Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung

Harvard

Luft, CDB, Nolte, G & Bhattacharya, J 2013, 'High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback', J NEUROSCI, Jg. 33, Nr. 5, S. 2029-38. https://doi.org/10.1523/JNEUROSCI.2565-12.2013

APA

Luft, C. D. B., Nolte, G., & Bhattacharya, J. (2013). High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback. J NEUROSCI, 33(5), 2029-38. https://doi.org/10.1523/JNEUROSCI.2565-12.2013

Vancouver

Luft CDB, Nolte G, Bhattacharya J. High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback. J NEUROSCI. 2013 Jan 30;33(5):2029-38. https://doi.org/10.1523/JNEUROSCI.2565-12.2013

Bibtex

@article{ee239407360a4027920296309a0ec4f6,
title = "High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback",
abstract = "A crucial aspect of cognitive control and learning is the ability to integrate feedback, that is, to evaluate action outcomes and their deviations from the intended goals and to adjust behavior accordingly. However, how high-learners differ from low-learners in relation to feedback processing has not been characterized. Further, little is known about the underlying brain connectivity patterns during feedback processing. This study aimed to fill these gaps by analyzing electrical brain responses from healthy adult human participants while they performed a time estimation task with correct and incorrect feedback. As compared with low-learners, high-learners presented larger mid-frontal theta (4-8 Hz) oscillations and lower sensorimotor beta (17-24 Hz) oscillations in response to incorrect feedback. Further, high-learners showed larger theta connectivity from left central, associated with motor activity, to mid-frontal, associated with performance monitoring, immediately after feedback (0-0.3 s), followed by (from 0.3 to 0.6 s after feedback) a flux from mid-frontal to prefrontal, associated with executive functioning. We suggest that these results reflect two cognitive processes related to successful feedback processing: first, the obtained feedback is compared with the expected one, and second, the feedback history is updated based on this information. Our results also indicate that high- and low-learners differ not only on how they react to incorrect feedback, but also in relation to how their distant brain areas interact while processing both correct and incorrect feedback. This study demonstrates the neural underpinnings of individual differences in goal-directed adaptive behavior.",
keywords = "Adaptation, Psychological, Adolescent, Adult, Aptitude, Brain Mapping, Cognition, Electroencephalography, Feedback, Psychological, Female, Frontal Lobe, Humans, Learning, Male, Motor Activity, Nerve Net, Reaction Time, Theta Rhythm",
author = "Luft, {Caroline Di Bernardi} and Guido Nolte and Joydeep Bhattacharya",
year = "2013",
month = jan,
day = "30",
doi = "10.1523/JNEUROSCI.2565-12.2013",
language = "English",
volume = "33",
pages = "2029--38",
journal = "J NEUROSCI",
issn = "0270-6474",
publisher = "Society for Neuroscience",
number = "5",

}

RIS

TY - JOUR

T1 - High-learners present larger mid-frontal theta power and connectivity in response to incorrect performance feedback

AU - Luft, Caroline Di Bernardi

AU - Nolte, Guido

AU - Bhattacharya, Joydeep

PY - 2013/1/30

Y1 - 2013/1/30

N2 - A crucial aspect of cognitive control and learning is the ability to integrate feedback, that is, to evaluate action outcomes and their deviations from the intended goals and to adjust behavior accordingly. However, how high-learners differ from low-learners in relation to feedback processing has not been characterized. Further, little is known about the underlying brain connectivity patterns during feedback processing. This study aimed to fill these gaps by analyzing electrical brain responses from healthy adult human participants while they performed a time estimation task with correct and incorrect feedback. As compared with low-learners, high-learners presented larger mid-frontal theta (4-8 Hz) oscillations and lower sensorimotor beta (17-24 Hz) oscillations in response to incorrect feedback. Further, high-learners showed larger theta connectivity from left central, associated with motor activity, to mid-frontal, associated with performance monitoring, immediately after feedback (0-0.3 s), followed by (from 0.3 to 0.6 s after feedback) a flux from mid-frontal to prefrontal, associated with executive functioning. We suggest that these results reflect two cognitive processes related to successful feedback processing: first, the obtained feedback is compared with the expected one, and second, the feedback history is updated based on this information. Our results also indicate that high- and low-learners differ not only on how they react to incorrect feedback, but also in relation to how their distant brain areas interact while processing both correct and incorrect feedback. This study demonstrates the neural underpinnings of individual differences in goal-directed adaptive behavior.

AB - A crucial aspect of cognitive control and learning is the ability to integrate feedback, that is, to evaluate action outcomes and their deviations from the intended goals and to adjust behavior accordingly. However, how high-learners differ from low-learners in relation to feedback processing has not been characterized. Further, little is known about the underlying brain connectivity patterns during feedback processing. This study aimed to fill these gaps by analyzing electrical brain responses from healthy adult human participants while they performed a time estimation task with correct and incorrect feedback. As compared with low-learners, high-learners presented larger mid-frontal theta (4-8 Hz) oscillations and lower sensorimotor beta (17-24 Hz) oscillations in response to incorrect feedback. Further, high-learners showed larger theta connectivity from left central, associated with motor activity, to mid-frontal, associated with performance monitoring, immediately after feedback (0-0.3 s), followed by (from 0.3 to 0.6 s after feedback) a flux from mid-frontal to prefrontal, associated with executive functioning. We suggest that these results reflect two cognitive processes related to successful feedback processing: first, the obtained feedback is compared with the expected one, and second, the feedback history is updated based on this information. Our results also indicate that high- and low-learners differ not only on how they react to incorrect feedback, but also in relation to how their distant brain areas interact while processing both correct and incorrect feedback. This study demonstrates the neural underpinnings of individual differences in goal-directed adaptive behavior.

KW - Adaptation, Psychological

KW - Adolescent

KW - Adult

KW - Aptitude

KW - Brain Mapping

KW - Cognition

KW - Electroencephalography

KW - Feedback, Psychological

KW - Female

KW - Frontal Lobe

KW - Humans

KW - Learning

KW - Male

KW - Motor Activity

KW - Nerve Net

KW - Reaction Time

KW - Theta Rhythm

U2 - 10.1523/JNEUROSCI.2565-12.2013

DO - 10.1523/JNEUROSCI.2565-12.2013

M3 - SCORING: Journal article

C2 - 23365240

VL - 33

SP - 2029

EP - 2038

JO - J NEUROSCI

JF - J NEUROSCI

SN - 0270-6474

IS - 5

ER -