School of Psychology, Jiangxi Normal University, Nanchang, 330022, China.
School of Psychology, Jiangxi Normal University, Nanchang, 330022, China.
Biol Psychol. 2020 Feb;150:107810. doi: 10.1016/j.biopsycho.2019.107810. Epub 2019 Nov 6.
Positive or negative feedback is usually used to maintain or shift a sorting rule in the Wisconsin Card Sorting Test (WCST). Previous studies have demonstrated that negative feedback evokes a larger P3 than positive feedback. However, it is unclear whether the neural response is different for negative feedback appearing at different stages of the WCST. We compared ERPs evoked by the negative feedback appearing at the rule-switching stage (switch-NF) with those appearing at the rule-learning stage (learn-NF) in a modified WCST. Results indicated that: 1) switch-NF evoked a longer N1 latency than learn-NF, 2) switch-NF evoked a delayed and larger N2 component than learn-NF, particularly at the frontal and central electrodes, 3) P3 latency was shorter and the P3 amplitude was larger in learn-NF than in switch-NF. These findings suggest that in the different stages of the WCST, negative feedback implied different involvement of attention, inhibition control, and context updating.
正反馈或负反馈通常用于维持或改变威斯康星卡片分类测试（WCST）中的分类规则。先前的研究表明，负反馈比正反馈引起更大的 P3。然而，尚不清楚在 WCST 的不同阶段出现的负反馈是否会引起不同的神经反应。我们比较了在修改后的 WCST 中规则转换阶段（switch-NF）出现的负反馈和规则学习阶段（learn-NF）引起的 ERP。结果表明：1）switch-NF 引起的 N1 潜伏期长于 learn-NF，2）switch-NF 引起的 N2 成分延迟且大于 learn-NF，尤其是在前额和中央电极，3）P3 潜伏期在 learn-NF 中短于在 switch-NF 中，P3 幅度大于在 switch-NF 中。这些发现表明，在 WCST 的不同阶段，负反馈暗示了注意力、抑制控制和上下文更新的不同参与。
