I don't want to miss a thing : learning dynamics and effects of feedback type and monetary incentive in a paired associate deterministic learning task

doi:10.3389/fpsyg.2017.00935

I don't want to miss a thing : learning dynamics and effects of feedback type and monetary incentive in a paired associate deterministic learning task

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I don't want to miss a thing : learning dynamics and effects of feedback type and monetary incentive in a paired associate deterministic learning task

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dc.contributor.author	Gawłowska, Magda [SAP14011572]	pl
dc.contributor.author	Beldzik, Ewa [SAP14011592]	pl
dc.contributor.author	Domagalik-Pittner, Aleksandra [SAP14000219]	pl
dc.contributor.author	Gągol, Adam [SAP14006128]	pl
dc.contributor.author	Marek, Tadeusz [SAP11007137]	pl
dc.contributor.author	Mojsa-Kaja, Justyna [SAP11019501]	pl
dc.date.accessioned	2018-03-08T14:24:46Z
dc.date.available	2018-03-08T14:24:46Z
dc.date.issued	2017	pl
dc.identifier.uri	https://ruj.uj.edu.pl/xmlui/handle/item/51496
dc.language	eng	pl
dc.rights	Udzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa	*
dc.rights.uri	http://creativecommons.org/licenses/by/3.0/pl/legalcode	*
dc.title	I don't want to miss a thing : learning dynamics and effects of feedback type and monetary incentive in a paired associate deterministic learning task	pl
dc.type	JournalArticle	pl
dc.identifier.weblink	https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00935/full	pl
dc.abstract.en	Effective functioning in a complex environment requires adjusting of behavior according to changing situational demands. To do so, organisms must learn new, more adaptive behaviors by extracting the necessary information from externally provided feedback. Not surprisingly, feedback-guided learning has been extensively studied using multiple research paradigms. The purpose of the present study was to test the newly designed Paired Associate Deterministic Learning task (PADL), in which participants were presented with either positive or negative deterministic feedback. Moreover, we manipulated the level of motivation in the learning process by comparing blocks with strictly cognitive, informative feedback to blocks where participants were additionally motivated by anticipated monetary reward or loss. Our results proved the PADL to be a useful tool not only for studying the learning process in a deterministic environment, but also, due to the varying task conditions, for assessing differences in learning patterns. Particularly, we show that the learning process itself is influenced by manipulating both the type of feedback information and the motivational significance associated with the expected monetary reward.	pl
dc.subject.en	decision-making	pl
dc.subject.en	motivation	pl
dc.subject.en	learning dynamics	pl
dc.subject.en	learning curve	pl
dc.subject.en	deterministic learning	pl
dc.description.volume	8	pl
dc.description.publication	1,4	pl
dc.identifier.doi	10.3389/fpsyg.2017.00935	pl
dc.identifier.eissn	1664-1078	pl
dc.title.journal	Frontiers in Psychology	pl
dc.language.container	eng	pl
dc.date.accession	2018-03-07	pl
dc.affiliation	Wydział Zarządzania i Komunikacji Społecznej : Instytut Psychologii Stosowanej	pl
dc.affiliation	Wydział Filozoficzny : Instytut Filozofii	pl
dc.affiliation	Pion Prorektora ds. badań naukowych i funduszy strukturalnych : Małopolskie Centrum Biotechnologii	pl
dc.subtype	Article	pl
dc.identifier.articleid	935	pl
dc.rights.original	CC-BY; otwarte czasopismo; ostateczna wersja wydawcy; w momencie opublikowania; 0	pl
dc.identifier.project	ROD UJ / P	pl
.pointsMNiSW	[2017 A]: 35