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The efficiency with which a learner processes external feedback has implications for both learning speed and performance. A growing body of literature suggests that the feedback-related negativity (FRN) event-related potential (ERP) and the fronto-central positivity (FCP) ERP reflect the extent to which feedback is used by a learner to improve performance. To determine whether the FRN and FCP predict learning speed, 82 participants aged 7:6 - 11:0 learned the non-word names of 20 novel objects in a two-choice feedback-based declarative learning task. Participants continued the task until reaching the learning criterion of 2 consecutive training blocks with accuracy greater than 90%, or until 10 blocks were completed. Learning speed was determined by the total number of incorrect responses before reaching the learning criterion. Using linear regression models, the FRN amplitude in response to positive feedback was found to be a significant predictor of learning speed when controlling for age. The FCP amplitude in response to negative feedback was significantly negatively associated with learning speed, meaning that large FCP amplitudes in response to negative feedback predicted faster learning. An interaction between FCP and age suggested that for older children in this sample, smaller FCP amplitude in response to positive feedback was associated with increased speed, while for younger children, larger FCP amplitude predicted faster learning. These results suggest that the feedback related ERP components are associated with learning speed, and can reflect developmental changes in feedback-based learning. 

The present study evaluated at the behavioral and neurophysiological level the effect of feedback validity on learning in adults and children. Participants (82 children aged 7-11; 42 adults aged 18-25) completed a two-choice classification task, in which they sorted items from eight different categories into one of two bins, by pressing one of two buttons on a response box. Each response was followed by positive or negative feedback. Four of the eight categories were mapped consistently to a specific response, leading to consistent valid feedback. The other four were mapped to a specific response 80% of the time; in 20% of these trials, participants received invalid feedback. As participants performed the task, their EEG data were recorded. Behaviorally, accuracy was greater for the consistently valid condition than the inconsistently valid condition for both adults and children. There were no significant differences in accuracy between adults and children. Feedback-related event related potentials (ERPs) were evaluated and compared between the two groups. The amplitudes of the feedback related negativity (FRN) and fronto-central positivity (FCP) were sensitive to valence and age group, with FRN being larger in children, and FCP larger in adults. Interaction effects suggested that FRN response to positive feedback was sensitive to feedback validity in both age groups. However, the FCP was sensitive to validity for only for positive feedback in children and only for negative feedback in adults. These results further evidence of differing neurophysiological reactions to feedback in learning between children and adults.