Temporal characteristics of the influence of punishment on perceptual decision making in the human brain

Perceptual decision making is the process by which information from sensory systems is combined and used to influence our behavior. In addition to the sensory input, this process can be affected by other factors, such as reward and punishment for correct and incorrect responses. To investigate the temporal dynamics of how monetary punishment influences perceptual decision making in humans, we collected electroencephalography (EEG) data during a perceptual categorization task whereby the punishment level for incorrect responses was parametrically manipulated across blocks of trials. Behaviorally, we observed improved accuracy for high relative to low punishment levels. Using multivariate linear discriminant analysis of the EEG, we identified multiple punishment-induced discriminating components with spatially distinct scalp topographies. Compared with components related to sensory evidence, components discriminating punishment levels appeared later in the trial, suggesting that punishment affects primarily late postsensory, decision-related processing. Crucially, the amplitude of these punishment components across participants was predictive of the size of the behavioral improvements induced by punishment. Finally, trial-by-trial changes in prestimulus oscillatory activity in the alpha and gamma bands were good predictors of the amplitude of these components. We discuss these findings in the context of increased motivation/attention, resulting from increases in punishment, which in turn yields improved decision-related processing

Berita dinas purbakala: bulletin of the archaeological service of the Republic of Indonesia no. 2

Berisi informasi mengenai hasil penelitian Sarkofagus di pulau Bali

The stone age of Indonesia

xix, 247 p.; 24 cm

The Bronze-iron age of Indonesia

108 p.; 24 cm

The computational basis of following advice in adolescents

Advice taking helps one to quickly acquire knowledge and make decisions. This age-comparative study (in children [8- to 10-year-olds], adolescents [13- to 15-year-olds], and adults [18- to 22-year-olds]) investigated developmental differences in how advice, experience, and exploration influence learning. The results showed that adolescents were initially easily swayed to follow peer advice but also switched more rapidly to exploring alternatives like children. Whereas adults stayed with the advice over the task, adolescents put more weight on their own experience compared with adults. A social learning model showed that although social influence most strongly affects adolescents' initial expectations (i.e., their priors), adolescents showed higher exploration and discovered the other good option in the current task. Thus, our model resolved the apparently conflicting findings of adolescents being more and less sensitive to peer influence and provides novel insights into the dynamic interaction between social and individual learning