Age-related changes in deterministic learning from positive versus negative performance feedback

Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition
Irene van de VijverSanne de Wit

Abstract

Feedback-based learning declines with age. Because older adults are generally biased toward positive information ("positivity effect"), learning from positive feedback may be less impaired than learning from negative outcomes. The literature documents mixed results, due possibly to variability between studies in task design. In the current series of studies, we investigated the influence of feedback valence on reinforcement learning in young and older adults. We used nonprobabilistic learning tasks, to more systematically study the effects of feedback magnitude, learning of stimulus-response (S-R) versus stimulus-outcome (S-O) associations, and working-memory capacity. In most experiments, older adults benefitted more from positive than negative feedback, but only with large feedback magnitudes. Positivity effects were pronounced for S-O learning, whereas S-R learning correlated with working-memory capacity in both age groups. These results underline the context dependence of positivity effects in learning and suggest that older adults focus on high gains when these are informative for behavior.

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Citations

Mar 30, 2018·The Quarterly Journal of Experimental Psychology : QJEP·Marjolijn VerburgHilde Maria Huizenga
Jun 7, 2019·Experimental Aging Research·Madeleine A GrealyKatie Quinn
Sep 24, 2019·Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition·Irene van de Vijver, Romain Ligneul
Feb 11, 2020·Frontiers in Psychology·Nadège Bault, Elena Rusconi
Jun 11, 2020·Games for Health Journal·Aijse W de VriesSabine M P Verschueren
Jun 12, 2021·Scientific Reports·Bruno BonnechèreBarbara Jacquelyn Sahakian

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