P3B and positive slow wave following real and dummy feedback on arithmetic rule-learning and perceptuomotor tasks.
Event-related Potentials (ERPs) were recorded to feedback during a cognitively demanding, arithmetic rule-learning task and a relatively simple, skill-oriented, perceptuomotor task. For both tasks, a compound feedback display was employed. It consisted of numeric feedback information presented simultaneously with a red or green light (50% each) which indicated whether the numeric information was real (valid) or dummy (invalid). The task and feedback-validity manipulations showed a functional dissociation between the P3b (350-450 msec.) and a Positive Slow Wave (600-900-msec.). P3b was larger for real than for dummy feedback; Positive Slow Wave was larger for rule-learning than for perceptuomotor tasks.
McDonough
B E
BE
School of Public Health (M/C 922), University of Illinois at Chicago 60612, USA.
Warren
C A
CA
D000293:Adolescent; D000328:Adult; D003071:Cognition / Q000502:physiology*; D004569:Electroencephalography; D005071:Evoked Potentials / Q000502:physiology*; D005246:Feedback / Q000502:physiology*; D006801:Humans; D008433:Mathematics; D009048:Motor Skills / Q000502:physiology; D010364:Pattern Recognition, Visual / Q000502:physiology; D011340:Problem Solving / Q000502:physiology; D011597:Psychomotor Performance / Q000502:physiology*; D013647:Task Performance and Analysis