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Confidence regulates feedback processing during human probabilistic learning.

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High confidence in task knowledge reduces feedback processing and learning. Participants prioritized subjective confidence over objective accuracy when deciding whether to seek more information.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Decision Science

Background:

  • Uncertainty is a significant challenge in goal-directed learning and decision-making.
  • The precise role of subjective confidence judgments in modulating learning and subsequent actions remains poorly understood.

Purpose of the Study:

  • To investigate the hypothesis that confidence judgments actively regulate the allocation of cognitive resources towards seeking and processing feedback.
  • To examine how confidence influences learning and decision-making in an operant learning task.

Main Methods:

  • Three experiments utilized an operant learning task to assess the relationship between confidence and feedback processing.
  • Electrophysiological markers were recorded to quantify feedback processing.
  • Bayesian modeling was employed to analyze belief updating and the perceived informative value of feedback.

Main Results:

  • Increased confidence was correlated with diminished electrophysiological responses to feedback.
  • Higher confidence led to reduced updating of beliefs after receiving feedback.
  • Participants' willingness to pay for feedback was primarily driven by subjective confidence, not objective accuracy.

Conclusions:

  • Confidence plays a critical role in regulating learning by modulating the processing and value assigned to feedback.
  • Highly confident individuals may discount feedback, potentially hindering adaptive learning.
  • Subjective confidence, rather than objective performance, significantly guides information-seeking behavior.