ArticleEmotion (Washington, D.C.)2013
Attenuating age-related learning deficits: emotional valenced feedback interacts with task complexity.
Article in Emotion (Washington, D.C.), 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Event-related potentials reveal age-related differences in sensitivity to positive and negative feedback from social and nonsocial sources.The journals of gerontology. Series B, Psychological sciences and social sciences · 2026Article
- Age differences in socio-emotional feedback processing during learning: an ERP study.Frontiers in aging neuroscience · 2026Article
- The impact of emotional feedback in learning easy and difficult tasks - an ERP study.Cognitive, affective & behavioral neuroscience · 2025Article
- Social feedback enhances learning in Williams syndrome.Scientific reports · 2023Article
- Ageing is associated with disrupted reinforcement learning whilst learning to help others is preserved.Nature communications · 2021Article
- Article
- Age-related variability in decision-making: Insights from neurochemistry.Cognitive, affective & behavioral neuroscience · 2019Review
- Motivational Influences on Performance Monitoring and Cognitive Control Across the Adult Lifespan.Frontiers in psychology · 2018Article
- Does the Effort of Processing Potential Incentives Influence the Adaption of Context Updating in Older Adults?Frontiers in psychology · 2017Article
- Social incentives improve deliberative but not procedural learning in older adults.Frontiers in psychology · 2015Article
- Toward a dual-learning systems model of speech category learning.Frontiers in psychology · 2014Article
- Dual systems of speech category learning across the lifespan.Psychology and aging · 2013Article
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Authors and funding
6 authors.
Funding
Abstract
Previous research reveals that older adults sometimes show enhanced processing of emotionally positive stimuli relative to negative stimuli, but that this positivity bias reverses to become a negativity bias when cognitive control resources are less available. In this study, we test the hypothesis that emotionally positive feedback will attenuate well-established age-related deficits in rule learning whereas emotionally negative feedback will amplify age deficits-but that this pattern will reverse when the task involves a high cognitive load. Experiment 1 used emotional face feedback and revealed an interaction among age, valence of the feedback, and task load. When the task placed minimal load on cognitive control resources, happy-face feedback attenuated age-related deficits in initial rule learning and angry-face feedback led to age-related deficits in initial rule learning and set shifting. However, when the task placed a high load on cognitive control resources, we found that angry-face feedback attenuated age-related deficits in initial rule learning and set shifting whereas happy-face feedback led to age-related deficits in initial rule learning and set shifting. Experiment 2 used less emotional point feedback and revealed age-related deficits in initial rule learning and set shifting under low and high cognitive load for point-gain and point-loss conditions. The research presented here demonstrates that emotional feedback can attenuate age-related learning deficits-but only positive feedback for tasks with a low cognitive load and negative feedback for tasks with high cognitive load.
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