Abstract
Event-related Potentials (ERPs) were recorded to feedback during a cognitively demanding, arithmetic rule-learning task and a relatively simple, skill-oriented, perceptuomotor task. For both tasks, a compound feedback display was employed. It consisted of numeric feedback information presented simultaneously with a red or green light (50% each) which indicated whether the numeric information was real (valid) or dummy (invalid). The task and feedback-validity manipulations showed a functional dissociation between the P3b (350-450 msec.) and a Positive Slow Wave (600-900-msec.). P3b was larger for real than for dummy feedback; Positive Slow Wave was larger for rule-learning than for perceptuomotor tasks.
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