Positive-blank versus negative-blank feedback learning in children and adults

Abstract

In positive-blank feedback learning, positive feedback is given to a correct response whereas blank feedback is given to an incorrect response. Conversely, in negative-blank feedback learning, blank feedback is given to a correct response and negative feedback to an incorrect response. As blank feedback might be subjectively interpreted as signalling a correct response, negative-blank feedback might be more informative than positive-blank feedback, and thus may result in better performance. However, positive-blank feedback might also be superior as it motivates the learner in lengthy tasks. These “information” and “motivation” accounts were tested in a two-block feedback learning paradigm. In the first block, that is, when the task duration was still short, children but not adults profited more from negative than from positive feedback. The results in children thus support the information account. In the second block, that is, when the task duration had become longer, children and adults profited more from positive feedback, thereby supporting the motivation account. Results are discussed in light of behavioural and neuroscientific theories on feedback learning.