ArticleThe Journal of neuroscience : the official journal of the Society for Neuroscience2013
A role for the medial temporal lobe in feedback-driven learning: evidence from amnesia.
Article in The Journal of neuroscience : the official journal of the Society for Neuroscience, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 53 papers.
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Who cites it
53 citing papers in PubMed.
- Delayed reward information is underweighted in reinforcement learning with dispersed feedback.PLoS computational biology · 2026Article
- From Feedback-Learning to Semantic Memory: Can Feedback-Related Brain Activity Predict Object-Word Associations?Psychophysiology · 2026Article
- Action or Stimulus: Individual Beliefs About Learned Associations Influence the Processing of Immediate and Delayed Feedback.The European journal of neuroscience · 2026Article
- Striatal and hippocampal contributions to value-based learning in adolescence.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Review
- Links Between Altered Feedback Learning and Symptoms of Depression: Insights From the FRN and Feedback-Locked N170.Psychophysiology · 2026Article
- Observational learning strategies impact the neural correlates of declarative memory formation.Communications biology · 2025Article
- Differentiating Reinforcement Learning and Episodic Memory in Value-Based Decisions in Parkinson's Disease.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2025Article
- The Role of the N170 in Linking Stimuli to Feedback-Effects of Stimulus Modality and Feedback Delay.Psychophysiology · 2025Article
- Examining neuroanatomical correlates of win-stay, lose-shift behaviour.Brain structure & function · 2025Article
- Altered learning from positive feedback in adolescents with anorexia nervosa.Journal of the International Neuropsychological Society : JINS · 2024Article
- Article
- Prediction-error-dependent processing of immediate and delayed positive feedback.Scientific reports · 2024Article
- Educators as agents of breadth-biased learning: using social reconstructionism as rationale for embracing media multitasking and enhancing teaching practices in higher education.Frontiers in psychology · 2024Article
- The effect of feedback timing on category learning and feedback processing in younger and older adults.Frontiers in aging neuroscience · 2024Article
- Temporary amnesia from sleep loss: A framework for understanding consequences of sleep deprivation.Frontiers in neuroscience · 2023Review
- A direct test of competitive versus cooperative episodic-procedural network dynamics in human memory.Cerebral cortex (New York, N.Y. : 1991) · 2022Article
- An Implicit-Explicit Framework for Intervention Methods in Developmental Language Disorder.American journal of speech-language pathology · 2022Article
- Reward timing matters in motor learning.iScience · 2022Article
- Decision neuroscience and neuroeconomics: Recent progress and ongoing challenges.Wiley interdisciplinary reviews. Cognitive science · 2022Review
- Neural correlates of extrinsic and intrinsic outcome processing during learning in individuals with TBI: a pilot investigation.Brain imaging and behavior · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
The ability to learn from feedback is a key component of adaptive behavior. This type of learning is traditionally thought to depend on neural substrates in the striatum and not on the medial temporal lobe (MTL). Here we show that in humans the MTL becomes necessary for feedback-based learning when feedback is delayed. Specifically, amnesic patients with MTL damage were impaired at probabilistic learning of cue-outcome associations when response-contingent feedback was delayed by a few seconds, but not when feedback was immediate. By contrast, patients with striatal dysfunction due to Parkinson's disease demonstrated the opposite pattern: impaired learning when trial-by-trial feedback was immediate but not when feedback was delayed, indicating that the striatum is necessary for learning only when feedback is immediate. Together, these results reveal that multiple complementary learning processes support what appears to be identical behavior in healthy individuals and point to an important role for the MTL in feedback-driven learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.