The Effect of False Positive Feedback on Learning an Inhibitory-Action Task in Older Adults

Area of Science:

• Cognitive psychology
• Neuroscience
• Gerontology

Background:

• Older adults exhibit heightened sensitivity to feedback during learning compared to younger adults.
• Previous research focused on veridical feedback; this study explores the impact of false positive feedback on learning.

Purpose of the Study:

• To investigate if false positive feedback offers greater learning benefits for older adults than younger adults on an inhibitory-action task.
• To determine the differential effects of false positive feedback on cognitive-motor skill acquisition across age groups.

Main Methods:

• Participants (42 younger, 34 older adults) trained on the Simon task, focusing on inhibition and response times.
• Two feedback conditions were employed: false positive (performance better than expected) and veridical (actual performance).
• Training included 18 blocks with feedback, followed by a retention test two weeks later.

Main Results:

• Both age groups improved inhibition and response times, with no significant difference in learning rates between feedback conditions.
• False positive feedback led to increased accuracy, with participants making fewer errors.
• Older adults were slower but more accurate; they did not show a greater benefit from false positive feedback than younger adults.

Conclusions:

• The positive impact of false positive feedback on cognitive-motor learning does not diminish with age.
• Feedback on one skill aspect (speed) can influence another (accuracy), highlighting a potential motivational tool for older adults.
• Careful consideration is needed when applying false positive feedback, as its effects may not align with the targeted skill component.