ArticleNPJ science of learning2023
Effects of positive and negative social feedback on motivation, evaluative learning, and socio-emotional processing.
Article in NPJ science of learning, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
5 citing papers in PubMed.
- Impact of teacher feedback on social working memory and associations with students' fear of evaluation in adolescents.BMC psychology · 2026Article
- Social interaction shapes and boosts second language learning: virtual reality can show us how.NPJ science of learning · 2025Review
- Investigating epistemic emotions experienced while reading refutation texts through a fine-grained measure of emotion.NPJ science of learning · 2025Article
- Beyond the campus: the development of social emotional competence in freshmen through a community-based eldercare volunteer service project.Frontiers in psychology · 2025Article
- By Carrot or by Stick: The Influence of Encouraging and Discouraging Facial Feedback on Implicit Rule Learning.Behavioral sciences (Basel, Switzerland) · 2024Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Social rewards and punishments are strong motivators. Since experimental work has focused on young adults using simplistic feedback, the effects of more naturalistic stimuli on motivation, evaluative learning, and socio-emotional processing with advanced age remain unclear. Therefore, we compared the effects of static (photos) vs dynamic (videos) social feedback in a social incentive delay (SID) task in young (18-35 years) and older adults (50-84 years) with neutral, positive, and negative feedback, on response times (RTs), and assessed the emotional valence of feedback cues and feedback videos. We found that anticipating positive and negative social feedback accelerated RTs regardless of age and without additional effects of video feedback. Furthermore, the results suggest a valence transfer from positive feedback videos to predictive cues in both groups (i.e., evaluative learning). Finally, older adults reported less pronounced negative affect for negative feedback videos, indicating age differences in socio-emotional processing. As such, our findings foster our understanding of the underlying cognitive and emotional aspects involved in the processing of social rewards and punishments.
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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.