The role of feedback on learning in children: Combined results of a large behavioural and an fMRI study

Event Abstract Back to Event The role of feedback on learning in children: Combined results of a large behavioural and an fMRI study Jale Özyurt1*, Andrea Anschuetz2, Barbara Moschner2, Sascha Bernholt3, Ilka Parchmann3 and Christiane Thiel1 1 Carl von Ossietzky Universität Oldenburg, Cognitive Neurobiology, Institute of Psychology, Germany 2 Carl von Ossietzky Universität Oldenburg, Research on Learning and Instruction, Institute of Educational Sciences, Germany 3 Leibniz Institute of Sciences and Mathematics Education, Department of Chemistry Education, Germany Feedback has major influences on learning. It is obvious that the type of feedback and the way the feedback is given can be differentially effective in the learning process. Although many behavioural studies focus on the role of feedback during instruction and many imaging studies on adults have examined the neural correlates of feedback processing, less is known about the impact of affective feedback on children. The present project aimed at investigating the neural and behavioral effects of self-relevant affective feedback in children to contribute to a better understanding of the role feedback may play in the learning processes. It is part a larger interdisciplinary study combining approaches from the neurosciences, computational sciences, chemistry education and research on learning and instruction (cf. poster 2). Participants were 10-13 years old children (N=481). We used an experimental paradigm requiring rule-based matching of chemical structures with their respective names. Children received informative positive or negative feedback depending on their performance. The affective value of feedback was manipulated within subject by providing self-relevant feedback of high or low affective value. The behavioral study was conducted in a classroom setting. Here, participants of both parts of the study were tested with standardized psychological tests and 418 of them performed the behavioural task. Another N=63 took part in the fMRI study, working on a similar task. First data of the behavioral study suggest significant influences of individual differences such as age, intelligence, and goal orientation on achievement measures in learning tasks. Results of the fMRI study reveal that manipulation of the affective value of positive feedback yielded a strong effect in several brain regions known to process affective and/or self-relevant information in adults. Results on individual differences obtained on a large sample within the behavioural study will be further used for the fMRI data to selectively test for individual differences in specified ROIs. Conference: EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010. Presentation Type: Poster Presentation Topic: Motivation and emotion Citation: Özyurt J, Anschuetz A, Moschner B, Bernholt S, Parchmann I and Thiel C (2010). The role of feedback on learning in children: Combined results of a large behavioural and an fMRI study. Front. Neurosci. Conference Abstract: EARLI SIG22 - Neuroscience and Education. doi: 10.3389/conf.fnins.2010.11.00019 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 28 May 2010; Published Online: 28 May 2010. * Correspondence: Jale Özyurt, Carl von Ossietzky Universität Oldenburg, Cognitive Neurobiology, Institute of Psychology, Oldenburg, Germany, jale.oezyurt@uni-oldenburg.de Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Jale Özyurt Andrea Anschuetz Barbara Moschner Sascha Bernholt Ilka Parchmann Christiane Thiel Google Jale Özyurt Andrea Anschuetz Barbara Moschner Sascha Bernholt Ilka Parchmann Christiane Thiel Google Scholar Jale Özyurt Andrea Anschuetz Barbara Moschner Sascha Bernholt Ilka Parchmann Christiane Thiel PubMed Jale Özyurt Andrea Anschuetz Barbara Moschner Sascha Bernholt Ilka Parchmann Christiane Thiel Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.