社会激励能提高老年人的慎议性学习，但不能提高其程序性学习。
Social incentives improve deliberative but not procedural learning in older adults.
机构信息
Department of Psychology, Yale University New Haven, CT, USA.
Department of Psychology, University of Texas at Austin Austin, TX, USA ; Institute for Mental Health Research, University of Texas at Austin Austin, TX, USA ; Institute for Neuroscience, University of Texas at Austin Austin, TX, USA ; Center for Perceptual Systems, University of Texas at Austin Austin, TX, USA.
出版信息
Front Psychol. 2015 Apr 16;6:430. doi: 10.3389/fpsyg.2015.00430. eCollection 2015.
Age-related deficits are seen across tasks where learning depends on asocial feedback processing, however plasticity has been observed in some of the same tasks in social contexts suggesting a novel way to attenuate deficits. Socioemotional selectivity theory suggests this plasticity is due to a deliberative motivational shift toward achieving well-being with age (positivity effect) that reverses when executive processes are limited (negativity effect). The present study examined the interaction of feedback valence (positive, negative) and social salience (emotional face feedback - happy; angry, asocial point feedback - gain; loss) on learning in a deliberative task that challenges executive processes and a procedural task that does not. We predict that angry face feedback will improve learning in a deliberative task when executive function is challenged. We tested two competing hypotheses regarding the interactive effects of deliberative emotional biases on automatic feedback processing: (1) If deliberative emotion regulation and automatic feedback are interactive we expect happy face feedback to improve learning and angry face feedback to impair learning in older adults because cognitive control is available. (2) If deliberative emotion regulation and automatic feedback are not interactive we predict that emotional face feedback will not improve procedural learning regardless of valence. Results demonstrate that older adults show persistent deficits relative to younger adults during procedural category learning suggesting that deliberative emotional biases do not interact with automatic feedback processing. Interestingly, a subgroup of older adults identified as potentially using deliberative strategies tended to learn as well as younger adults with angry relative to happy feedback, matching the pattern observed in the deliberative task. Results suggest that deliberative emotional biases can improve deliberative learning, but have no effect on procedural learning.
年龄相关的缺陷在依赖于非社会反馈处理的学习任务中都有出现，然而在社会环境中，一些相同的任务中已经观察到了可塑性，这表明了一种新的方法可以减轻缺陷。社会情绪选择理论认为，这种可塑性是由于随着年龄的增长，对实现幸福感的深思熟虑的动机转变（积极性效应），当执行过程受到限制时（消极性效应），这种转变会逆转。本研究考察了反馈效价（积极、消极）和社会显著性（情绪面孔反馈-快乐；愤怒、非社会点反馈-收益；损失）在一个挑战执行过程的深思熟虑任务和一个不挑战执行过程的程序性任务中的学习交互作用。我们预测，当执行功能受到挑战时，愤怒的面孔反馈会改善深思熟虑任务中的学习。我们提出了两个相互竞争的假设，即深思熟虑的情绪偏差对自动反馈处理的交互作用：（1）如果深思熟虑的情绪调节和自动反馈是相互作用的，我们期望快乐面孔反馈会改善学习，而愤怒面孔反馈会损害老年人的学习，因为认知控制是可用的。（2）如果深思熟虑的情绪调节和自动反馈不是相互作用的，我们预测无论效价如何，情绪面孔反馈都不会改善程序性学习。结果表明，与年轻人相比，老年人在程序性类别学习中表现出持续的缺陷，这表明深思熟虑的情绪偏差不会与自动反馈处理相互作用。有趣的是，一组被认为可能使用深思熟虑策略的老年人与愤怒反馈相比，与年轻人相比，学习能力更强，与在深思熟虑任务中观察到的模式相匹配。结果表明，深思熟虑的情绪偏差可以改善深思熟虑的学习，但对程序性学习没有影响。
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