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首页> 外文期刊>Frontiers in Psychology >Emotional State and Feedback-Related Negativity Induced by Positive, Negative, and Combined Reinforcement
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Emotional State and Feedback-Related Negativity Induced by Positive, Negative, and Combined Reinforcement

机译：积极，消极和合并钢筋诱导的情绪状态和反馈相关的消极性

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Reinforcement learning relies on the reward prediction error (RPE) signals conveyed by the midbrain dopamine system. Previous studies showed that dopamine plays an important role in both positive and negative reinforcement. However, whether various reinforcement processes will induce distinct learning signals is still unclear. In a probabilistic learning task, we examined RPE signals in different reinforcement types using an electrophysiology index, namely, the feedback-related negativity (FRN). Ninety-four participants were randomly assigned into four groups: base (no money incentive), positive reinforcement (presentation of money rewards), negative reinforcement (removal of money losses), and combined reinforcement (money rewards and removal of money losses) groups. In addition, in order to evaluate the engagement of emotional activity in the different reinforcement processes, Positive and Negative Affect Schedule-Expanded Form (PANAS-X) scales were applied before and after the experiment to detect the emotional changes. The results showed that there was no difference between groups in the dopamine-related learning bias. However, compared to the other three groups, negative reinforcement elicited smaller FRN (the difference-wave measure) during the learning, stronger positive affect and joviality, and less fatigue after the learning, in which the difference between the negative and positive reinforcement groups was smaller. The results indicated that pure avoidance motivation may induce distinct emotional fluctuations, which influence the feedback processing.
机译：强化学习依赖于中脑多巴胺系统输送的奖励预测误差（RPE）信号。以前的研究表明，多巴胺在正面和负增强中起着重要作用。但是，各种加固过程是否会引起不同的学习信号仍不清楚。在概率学习任务中，我们使用电生理指标检查不同的增强类型中的RPE信号，即与反馈相关的消极性（FRN）。九十四名参与者被随机分配为四组：基础（无金钱激励），积极加强（奖励赠送），负强化（拆除货币亏损），以及综合加固（金钱奖励和卸货）群体。此外，为了评估在不同增强过程中的情绪活动中的情绪活动的参与，在实验之前和之后应用正和负面影响时间表扩展形式（PANAS-X）尺度以检测情绪变化。结果表明，多巴胺相关的学习偏差中的群体之间没有差异。然而，与其他三组相比，消极增强在学习期间引起较小的FRN（差异波测量），较强的积极影响和joviality，而且学习后的疲劳程度较小，在那时消极和阳性增强群之间的差异较小。结果表明，纯避免动机可能会引起不同的情绪波动，影响反馈处理。

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