Abstract
Gender differences in feedback processing have been observed among adolescents and adults through event-related potentials. However, information on whether and how this feedback processing is affected by feedback valence, feedback type, and individual sensitivity in reward/punishment among children remains minimal. In this study, we used a guessing game task coupled with electroencephalography to investigate gender differences in feedback processing, in which feedback to reward and punishment was presented in the context of monetary and social conditions. Results showed that boys were less likely to switch their response after punishment, had generally less feedback-related negativity (FRN) amplitude, and longer FRN latency in monetary and punishment conditions than girls. Moreover, FRN for monetary punishment, which is related to individual difference in reward sensitivity, was observed only in girls. The study provides gender-specific evidence for the neural processing of feedback, which may offer educational guidance for appropriate feedback for girls and boys.
Highlights
The appropriate processing of external feedback and changing behavior is indispensable for optimizing learning and goal-directed behavior [1]
In terms of individual differences in sensitivity to punishment and sensitivity to reward, no significant difference was found for the levels of sensitivity to punishment and sensitivity to reward between boys and girls (sensitivity to punishment: 36.58 versus 42.00, t(42) = −1.671, p > 0.05; sensitivity to reward: 47.79 versus 50.70, t(42) = −0.85, p > 0.05)
Boys were less likely to switch their response after punishment, and had generally less feedback-related negativity (FRN) amplitude and longer FRN latency under monetary and punishment conditions than girls
Summary
The appropriate processing of external feedback and changing behavior is indispensable for optimizing learning and goal-directed behavior [1]. The cognitive process of monitoring external feedback is called “feedback processing” [2]. The development of feedback processing is important during childhood given that children are constantly facing new and frequently challenging learning experiences in social and educational settings [3]. Studies have found that the neurophysiological mechanisms of several cognitive skills are differentiated between boys and girls during childhood [4]. These skills include error processing, which reflects the same underlying reinforcement learning process as feedback processing [5]. Behavioral studies have found gender differences in feedback processing during childhood
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