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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Examining the effect of perceived performance-contingent gains, losses and errors on arithmetic
1E.J.S. Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel.
Plos One
|April 8, 2021
Summary
Perceived performance-contingent gains and losses eliminate effects on arithmetic performance. However, errors, unlike other negative feedback, still modulate subsequent performance in arithmetic tasks.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Decision Making
Background:
- Previous research indicates that random gains and losses differentially modulate executive functions and cognitive performance based on contingency.
- Recent studies suggest random rewards and punishments impact arithmetic performance.
Purpose of the Study:
- To investigate how perceived performance-contingent gains and losses influence arithmetic performance.
- To examine the effect of error feedback on subsequent arithmetic task performance.
Main Methods:
- An arithmetic equation judgment task was employed.
- Participants received feedback on each trial, including perceived performance-contingent gain, loss, and error feedback.
- Two experiments were conducted to analyze the results.
Main Results:
- The modulation of arithmetic performance observed under random conditions was entirely eliminated when gains and losses were perceived as performance-contingent.
- Post-error adjustments were observed, indicating that errors, but not other aversive feedback like loss signals, modulated performance on the subsequent trial.
Conclusions:
- Perceived contingency of feedback significantly alters its impact on cognitive tasks like arithmetic.
- Error feedback plays a unique role in modulating performance, distinct from other negative feedback signals.
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