ArticlePsychophysiology2026
From Feedback-Learning to Semantic Memory: Can Feedback-Related Brain Activity Predict Object-Word Associations?
Article in Psychophysiology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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4 authors.
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Abstract
This study investigated the neural mechanisms underlying feedback-based learning of novel-object-novel-word associations, focusing on how feedback-locked event-related potentials acquired during learning relate to subsequent memory performance and acquired association strength. Specifically, we examined whether amplitudes of the feedback-related negativity (FRN) and N170 components after immediate or delayed feedback predicted not only free recall and recognition performance, but also N400 priming effects exerted by the novel objects on the novel words as a neural correlate of the strength of the associations acquired through feedback-based learning. Sixty-six healthy young adults learned novel associations receiving either immediate or delayed deterministic feedback, followed by free recall tests and a newly introduced primed recognition task to measure N400 priming effects. Results showed that FRN amplitudes during learning were associated with recognition performance and predicted frontal N400 priming effects, suggesting a link to procedural, automatically retrieved memories. In contrast, N170 amplitudes were related not only to recognition, but also free recall and to general facilitation of semantic retrieval and integration processes, reflected in reduced N400 amplitudes, indicating a role in declarative memory and familiarity-driven processing facilitation. Overall, feedback-based learning elicited robust N400 priming effects, reflecting successful associative integration. However, no consistent effects of feedback timing or valence were observed, likely due to learning strategies adopted based on the deterministic nature of feedback and the anticipation of the memory tasks after learning. These findings highlight distinct contributions of feedback-related ERP components to different forms of memory representations, linking general mechanisms of feedback-based learning to the resulting representations.
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