Department of Psychology, Texas A&M University, College Station, TX 77843, USA.
Brain Cogn. 2013 Mar;81(2):283-93. doi: 10.1016/j.bandc.2012.11.006. Epub 2013 Jan 9.
We examined how feedback delay and stimulus offset timing affected declarative, rule-based and procedural, information-integration category-learning. We predicted that small feedback delays of several hundred milliseconds would lead to the best information-integration learning based on a highly regarded neurobiological model of learning in the striatum. In Experiment 1 information-integration learning was best with feedback delays of 500ms compared to delays of 0 and 1000ms. This effect was only obtained if the stimulus offset following the response. Rule-based learning was unaffected by the length of feedback delay, but was better when the stimulus was present throughout feedback than when it offset following the response. In Experiment 2 we found that a large variance (SD=150ms) in feedback delay times around a mean delay of 500ms attenuated information-integration learning, but a small variance (SD=75ms) did not. In Experiment 3 we found that the delay between stimulus offset and feedback is more critical to information-integration learning than the delay between the response and feedback. These results demonstrate the importance of feedback timing in category-learning situations where a declarative, verbalizable rule cannot easily be used as a heuristic to classify members into their correct category.
我们研究了反馈延迟和刺激时滞如何影响陈述性、基于规则和程序性的信息整合类别学习。我们预测，基于纹状体中备受推崇的学习神经生物学模型，几百毫秒的小反馈延迟将导致最佳的信息整合学习。在实验 1 中，与 0 和 1000ms 的延迟相比，反馈延迟 500ms 时信息整合学习效果最佳。只有在刺激在反应后出现时，才会产生这种效果。基于规则的学习不受反馈延迟长度的影响，但当刺激在整个反馈过程中存在而不是在反应后出现时，基于规则的学习效果更好。在实验 2 中，我们发现反馈延迟时间的较大方差（SD=150ms）围绕平均延迟 500ms 会减弱信息整合学习，但较小方差（SD=75ms）则不会。在实验 3 中，我们发现刺激结束和反馈之间的延迟比对反应和反馈之间的延迟对信息整合学习更为关键。这些结果表明，在无法轻易将陈述性、可言语化规则用作分类成员到正确类别的启发式的类别学习情境中，反馈时间的重要性。
