Abstract
The study aimed at evaluating the extent to which the feedback related negativity (FRN), an ERP component associated with feedback processing, is related to learning in school-age children. Eighty typically developing children between the ages of 8 and 11 years completed a declarative learning task while their EEG was recorded. The study evaluated the predictive value of the FRN on learning retention as measured by accuracy on a follow-up test a day after the session. The FRN elicited by positive feedback was found to be predictive of learning retention in children. The relationship between the FRN and learning was moderated by age. The P3a was also found to be associated with learning, such that larger P3a to negative feedback was associated with better learning retention in children.
Highlights
Learning from feedback is an important ability, during the early school years when children are required to adapt to a structured and demanding learning environment where performance is frequently evaluated and corrected
The present study evaluated the relationship between the feedback-related ERPs and declarative learning in children aged 8–11 years
Previous findings, using a similar learning paradigm with healthy young adults, suggested that the FRN and P3a elicited to feedback are associated with learning in adults, such that small FRN to negative feedback, large FRN to positive feedback and large P3a to negative feedback were associated with strong learning (Arbel and Wu, 2016)
Summary
Learning from feedback is an important ability, during the early school years when children are required to adapt to a structured and demanding learning environment where performance is frequently evaluated and corrected. Children have been reported to rely more heavily and respond more strongly to external feedback when compared with adults (Eppinger et al, 2009; Hämmerer et al, 2011). Because children are frequently engaged in declarative learning (i.e., intentional acquisition of knowledge by building concept-associations in memory) as part of their schooling, it is important to shed light on their ability to use feedback to facilitate such learning. The present study was designed to evaluate the use of external feedback by school-age children to support declarative learning
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