Intention to learn modulates the impact of reward and punishment on sequence learning.

ABSTRACT: In real-world settings, learning is often characterised as intentional: learners are aware of the goal during the learning process, and the goal of learning is readily dissociable from the awareness of what is learned. Recent evidence has shown that reward and punishment (collectively referred to as valenced feedback) are important factors that influence performance during learning. Presently, however, studies investigating the impact of valenced feedback on skill learning have only considered unintentional learning, and therefore the interaction between intentionality and valenced feedback has not been systematically examined. The present study investigated how reward and punishment impact behavioural performance when participants are instructed to learn in a goal-directed fashion (i.e. i

SUBMITTER: Steel A 

PROVIDER: S-EPMC7264311 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature