dc.contributor.author
Nassa, Matthew R.
dc.contributor.author
Bruckner, Rasmus
dc.contributor.author
Frank, Michael J.
dc.date.accessioned
2019-10-21T11:16:21Z
dc.date.available
2019-10-21T11:16:21Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/25759
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-25520
dc.description.abstract
Learning should be adjusted according to the surprise associated with observed outcomes but calibrated according to statistical context. For example, when occasional changepoints are expected, surprising outcomes should be weighted heavily to speed learning. In contrast, when uninformative outliers are expected to occur occasionally, surprising outcomes should be less influential. Here we dissociate surprising outcomes from the degree to which they demand learning using a predictive inference task and computational modeling. We show that the P300, a stimulus-locked electrophysiological response previously associated with adjustments in learning behavior, does so conditionally on the source of surprise. Larger P300 signals predicted greater learning in a changing context, but less learning in a context where surprise was indicative of a one-off outlier (oddball). Our results suggest that the P300 provides a surprise signal that is interpreted by downstream learning processes differentially according to statistical context in order to appropriately calibrate learning across complex environments.
en
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
feedback-related EEG signals
en
dc.subject.ddc
300 Sozialwissenschaften::310 Statistiken::319 Allgemeine Statistiken zu anderen Gebieten
dc.title
Statistical context dictates the relationship between feedback-related EEG signals and learning
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
e46975
dcterms.bibliographicCitation.doi
10.7554/eLife.46975
dcterms.bibliographicCitation.journaltitle
eLife
dcterms.bibliographicCitation.volume
8
dcterms.bibliographicCitation.url
https://elifesciences.org/articles/46975
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
2050-084X