Learning from feedback is independent from feedback visibility, but supported by aperiodic neural activity

Area of Science:

• Cognitive Neuroscience
• Neuroscience of Learning

Background:

• Behavioral learning relies on feedback, with rewards reinforcing actions and negative feedback prompting changes.
• Prior research indicates that conscious perception of feedback is not always necessary for learning.

Purpose of the Study:

• To investigate whether subliminal feedback influences learning and behavior in a time estimation task.
• To examine the neural correlates of processing visible versus invisible feedback using electroencephalography (EEG).

Main Methods:

• Participants performed a time estimation task while receiving visible or invisible positive/negative feedback, with EEG data recorded.
• Continuous flash suppression was used to manipulate feedback visibility.
• Behavioral data (time estimation error, trial N+1 adjustment) and EEG signals (reward positivity, P3a, theta activity, aperiodic exponent) were analyzed.

Main Results:

• Both visible and invisible feedback significantly impacted time estimation error and subsequent behavioral adjustments.
• Electrophysiological indicators showed valence effects only for visible feedback.
• The aperiodic exponent of EEG activity predicted learning performance in trial N+1.

Conclusions:

• Behavioral control can be achieved independently of conscious feedback perception.
• Neural sensitivity to feedback valence does not directly correlate with effective learning or behavioral control.
• The overall neural state, reflected by the aperiodic exponent, is a key predictor of learning quality from feedback.