Zhuang Yun, Feng Wenfeng, Liao Yu
Department of Psychology, School of Education, Soochow University Suzhou, China.
Front Psychol. 2017 Jan 27;8:76. doi: 10.3389/fpsyg.2017.00076. eCollection 2017.
The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.
本研究的主要目标是调查积极反馈和消极反馈在整个发展过程中可能如何不同地促进学习。此外，还考察了动机作为调节因素的作用。参与者（儿童、青少年和成年人）完成了两种形式的猜测与应用任务（GAT）。Cool-GAT任务的反馈动机显著性较低，因为没有后果，而Hot-GAT任务的反馈动机显著性较高，因为它与获得奖励有关。结果表明，与积极反馈相比，消极反馈会导致学习减少。在Hot-GAT任务中，青少年参与者相比儿童和成年人，消极反馈的影响更大，这表明年龄和动机水平在学习上存在相互作用。进一步分析表明，更大的风险与消极反馈导致的学习减少幅度更大有关，而且这种减少在青少年中最为明显。总之，当前研究支持这样一种观点，即积极反馈和消极反馈的学习在整个发展过程中存在差异。在基于规则的学习任务中，当主要进行联想学习时，参与者从消极反馈中学到的较少。在青少年时期，当任务引发的动机较高时，这种减少会被放大。
