Cognitive load impacts error evaluation within medial-frontal cortex

Abstract In the present experiment we investigated the impact of cognitive load on feedback evaluation by a learning system within medial-frontal cortex. Participants completed a task in which they had to use feedback to learn to accurately estimate the duration of one second. In two experimental co...

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Bibliographic Details
Published in:Brain research 2012-01, Vol.1430 (9), p.62-67
Main Authors: Krigolson, Olave E, Heinekey, Hayley, Kent, Courtney M, Handy, Todd C
Format: Article
Language:English
Subjects:
Adolescent
Adult
Behavioral psychophysiology
Biological and medical sciences
brain
cognition
Cognition - physiology
Cognitive Load
cortex
Electrophysiology
Error-Related Negativity
Event-Related Brain Potentials
Feedback, Sensory - physiology
Female
ferns and fern allies
Fundamental and applied biological sciences. Psychology
Humans
Judgment - physiology
Learning
Learning - physiology
Male
Neurology
Prefrontal Cortex - physiology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
temporal variation
Time Perception - physiology
Young Adult
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Summary:Abstract In the present experiment we investigated the impact of cognitive load on feedback evaluation by a learning system within medial-frontal cortex. Participants completed a task in which they had to use feedback to learn to accurately estimate the duration of one second. In two experimental conditions, we manipulated the cognitive load of the feedback stimuli (low load versus high load). Our results revealed that the amplitude of the feedback error-related negatvity (fERN), a component of the event-related brain potential (ERP) thought to index a learning system within medial-frontal, was reduced in the high load condition. Further, an analysis of the behavioural data revealed that in the high load condition participants made less effective adjustments to their estimates following error feedback. Taken together, our data suggest that the functional efficacy of the medial-frontal learning system is reduced as the cognitive load of feeback signals increase. Moreover, our data indicate that the effect of increased cognitive load is to increase the trial-to-trial temporal variability of feedback stimulus evaluation.
ISSN:0006-8993
1872-6240
DOI:10.1016/j.brainres.2011.10.028