Achievement Goal Task Framing and Fit With Personal Goals Modulate the Neurocognitive Response to Corrective Feedback

Past studies have demonstrated the educational impact of achievement goals, but have not yet captured their effects at a critical learning moment—students’ response to negative feedback and their subsequent engagement with error remediation opportunities. We used event-related potentials to investigate how neural substrates of feedback processing were influenced by a within subjects manipulation of mastery and performance goals. Task goal framing did not affect event-related potentials to performance feedback, but did modulate neural activity predicting successful learning. Under a mastery frame, successful learning modulated fronto-temporal activity linked with semantic processing; under a performance frame, it modulated parieto-occipital activity linked with perceptual processing. A match (“fit”) between task and personal goals intensified these neural differences under both goal frames, but mastery goals were additionally sensitive to goal presentation order. Mastery goals may motivate better learning strategies, but are more vulnerable to modulation by students’ own goal dispositions and prior experiences

State and Trait Rumination Effects on Overt Attention to Reminders of Errors in a Challenging General Knowledge Retrieval Task

Rumination is a recurrent and repetitive manner of thinking that can be triggered by blockage of personally relevant goals, creating a temporary state of abstract and evaluative self-focus. Particularly when focused on passive “brooding” over one’s problems and feelings, however, rumination can increase negative affect, interfere with problem-solving, and, through a negative feedback cycle, become a chronic trait-like style of responding to personal challenges, particularly in women. Given the pervasiveness of rumination and its potential impact on cognitive processes and emotional states, the present study asks how it impacts attention to feedback that either reminds individuals of goal-state discrepancies (reminders of errors) or could help to remediate them (corrective information). Using eye-tracking, we examined both state and trait rumination effects on overt measures of attention [first fixation duration (FFD) and total fixation duration (TFD)] during simultaneous presentation of these two types of feedback following failed attempts to answer challenging verbal general knowledge questions (average accuracy ~30%). After a pre-induction baseline, we induced either a state of rumination using a series of writing exercises centered on the description of an unresolved academic concern or a state of distraction by centering writing on the description of a neutral school day. Within our women-only sample, the Rumination condition, which writing analysis showed was dominated by moody brooding, resulted in some evidence for increased initial dwell time (FFD) on reminders of incorrect answers, while the Distraction condition, which did not elicit any rumination during writing, resulted in increased FFD on the correct answer. Trait brooding augmented the expression of the more negative, moody brooding content in the writing samples of both Induction conditions, but only influenced TFD measures of gaze duration and only during the pre-induction baseline, suggesting that once the inductions activated rumination or distraction states, these suppressed the trait effects in this sample. These results provide some support for attentional-bias models of rumination (attentional scope model, impaired disengagement hypothesis) and have implications for how even temporary states of rumination or distraction might impact processing of academic feedback under conditions of challenge and failure

Rumination and Rebound from Failure as a Function of Gender and Time on Task

Rumination is a trait response to blocked goals that can have positive or negative outcomes for goal resolution depending on where attention is focused. Whereas “moody brooding” on affective states may be maladaptive, especially for females, “reflective pondering” on concrete strategies for problem solving may be more adaptive. In the context of a challenging general knowledge test, we examined how Brooding and Reflection rumination styles predicted students’ subjective and event-related responses (ERPs) to negative feedback, as well as use of this feedback to rebound from failure on a later surprise retest. For females only, Brooding predicted unpleasant feelings after failure as the task progressed. It also predicted enhanced attention to errors through both bottom-up and top-down processes, as indexed by increased early (400–600 ms) and later (600–1000 ms) late positive potentials (LPP), respectively. Reflection, despite increasing females’ initial attention to negative feedback (i.e., early LPP), as well as both genders’ recurring negative thoughts, did not result in sustained top-down attention (i.e., late LPP) or enhanced negative feelings toward errors. Reflection also facilitated rebound from failure in both genders, although Brooding did not hinder it. Implications of these gender and time-related rumination effects for learning in challenging academic situations are discussed

“A” for Effort: Rewarding Effortful Retrieval Attempts Improves Learning From General Knowledge Errors in Women

Previous research has shown that the prospect of attaining a reward can promote task engagement, up-regulate attention toward reward-relevant information, and facilitate enhanced encoding of new information into declarative memory. However, past research on reward-based enhancement of declarative memory has focused primarily on paradigms in which rewards are contingent upon accurate responses. Yet, findings from test-enhanced learning show that making errors can also be useful for learning if those errors represent effortful retrieval attempts and are followed by corrective feedback. Here, we used a challenging general knowledge task to examine the effects of explicitly rewarding retrieval effort, defined as a semantically plausible answer to a question (referenced to a semantic knowledge database www.mangelslab.org/bknorms), regardless of response accuracy. In particular, we asked whether intermittent rewards following effortful incorrect responses facilitated learning from corrective feedback as measured by incidental learning outcomes on a 24–48 h delayed retest. Given that effort-contingent extrinsic rewards represent the intersection between an internal locus of control and competency, we compared participants in this “Effort” group to three other groups in a between-subjects design: a Luck group that framed rewards as related to participant-chosen lottery numbers (reward with internal control, not competence-based), a random Award group that framed rewards as computer generated (no control, not competence-based), and a Control group with no reward, but matched on all other task features. Both men and women in the Effort group showed increased self-reports of concentration and positive feelings following the receipt of rewards, as well as subjective effort on the retest, compared to the Control group. However, only women additionally exhibited performance benefits of effort framing on error correction. These benefits were found for both rewarded and non-rewarded trials, but only for correction of low confidence errors, suggesting that effort-contingent rewards produced task-level changes in motivation to learn less familiar information in women, rather than trial-level influences in encoding or consolidation. The Luck and Award groups did not demonstrate significant motivational or behavioral benefits for either gender. These results suggest that both reward context and gender are important factors contributing to the effectiveness of rewards as tools to enhance learning from errors

Effects of divided attention on episodic memory in chronic traumatic brain injury: A function of severity and strategy

Abstract Eleven patients with mild traumatic brain injury (MTBI) and 13 patients with moderate-to-severe TBI (STBI) were compared to 10 matched controls on episodic memory for pictorial scene-object associations (e.g. kitchen-bread) and a range of standardized neuropsychological tests of memory and frontal-lobe functions. We tested the hypothesis that deficits in episodic memory result from impaired attentional resources and/or strategic control by manipulating attentional load at encoding (focused versus divided attention) and environmental support at retrieval (free recall and recalled cued by scene versus recognition of object and scene). Patients with TBI were disproportionately affected by the divided attention manipulation, but this effect was modulated by injury severity and encoding strategy. Overall, MTBI patients were impaired only when items were encoded under divided attention, indicating memory deficits that were secondary to deficits in the executive control. STBI patients could be differentiated into two distinct functional subgroups based on whether they favored a strategy of attending to the encoding or digit-monitoring task. The subgroup favoring the digit-monitoring task demonstrated deficits in the focused attention condition, and disproportionate memory deficits in the divided attention condition. In contrast, the subgroup favoring the encoding task demonstrated intact performance across all memory measures, regardless of attentional load, and despite remarkable similarity to the other STBI subgroup on demographic, neuropsychological, and acute injury severity measures. We discuss these outcome differences in terms of the relationship between strategy and executive control and highlight the need for more sensitive anatomical and behavioral measurement at both acute and chronic stages of injury

Effects of divided attention on episodic memory in chronic traumatic brain injury: A function of severity and strategy

Abstract Eleven patients with mild traumatic brain injury (MTBI) and 13 patients with moderate-to-severe TBI (STBI) were compared to 10 matched controls on episodic memory for pictorial scene-object associations (e.g. kitchen-bread) and a range of standardized neuropsychological tests of memory and frontal-lobe functions. We tested the hypothesis that deficits in episodic memory result from impaired attentional resources and/or strategic control by manipulating attentional load at encoding (focused versus divided attention) and environmental support at retrieval (free recall and recalled cued by scene versus recognition of object and scene). Patients with TBI were disproportionately affected by the divided attention manipulation, but this effect was modulated by injury severity and encoding strategy. Overall, MTBI patients were impaired only when items were encoded under divided attention, indicating memory deficits that were secondary to deficits in the executive control. STBI patients could be differentiated into two distinct functional subgroups based on whether they favored a strategy of attending to the encoding or digit-monitoring task. The subgroup favoring the digit-monitoring task demonstrated deficits in the focused attention condition, and disproportionate memory deficits in the divided attention condition. In contrast, the subgroup favoring the encoding task demonstrated intact performance across all memory measures, regardless of attentional load, and despite remarkable similarity to the other STBI subgroup on demographic, neuropsychological, and acute injury severity measures. We discuss these outcome differences in terms of the relationship between strategy and executive control and highlight the need for more sensitive anatomical and behavioral measurement at both acute and chronic stages of injury

MEMORY AND COGNITIVE ABILITIES IN UNIVERSITY PROFESSORS:

Professors from the University of California at Berkeley were administered a 90-min test battery of cognitive performance that included measures of reaction time, paired-associate learning, working memory, and prose recall. Age effects among the professors were observed on tests of reaction time, paired-associate memory, and some aspects of working memory. Age effects were not observed on measures of proactive interference and prose recall, though age-related declines are generally observed in standard groups of elderly individuals. The findings suggest that age-related decrements in certain cognitive functions may be mitigated in intelligent, cognitively active individualsPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72229/1/j.1467-9280.1995.tb00510.x.pd

ARTICLE IN PRESS Coherent theta-band EEG activity predicts item-context binding during encoding

Episodic memories consist of semantic information coupled with a rich array of contextual detail. Here, we investigate the neural processes by which information about the sensory context of a learning event is bboundQ to the semantic representation of the to-be-encoded item. We present evidence that item-context binding during encoding is mediated by frontoposterior electroencephalographic (EEG) phase locking within and between hemispheres in the theta (4-8 Hz) band. During a task in which subjects encoded words in different font colors, later memory for the word was associated with sustained frontal theta activity and frontoposterior theta-band coherence, primarily within the left hemisphere. When the word-color association was later successfully retrieved, however, neurons synchronized their theta-band responses bilaterally in a more sustained fashion, particularly during the latter part of the stimulus epoch (N800 ms). Our results confirm the importance of functional coupling between frontal and posterior regions for successful encoding. One interpretation of these data is hemispheric contributions to item and context encoding may be asymmetric, with left hemisphere coherence facilitating semantic processing of an item and right hemisphere coherence facilitating processing of sensory context. Theta-band coherence may be an important mechanism by which brain networks exchange information during learning.