The influence of social feedback on reward learning in the Iowa gambling task.

Learning, an important activity for both human and animals, has long been a focal point of research. During the learning process, subjects assimilate not only their own information but also information from others, a phenomenon known as social learning. While numerous studies have explored the impact of social feedback as a reward/punishment during learning, few studies have investigated whether social feedback facilitates or inhibits the learning of environmental rewards/punishments. This study aims to test the effects of social feedback on economic feedback and its cognitive processes by using the Iowa Gambling Task (IGT). One hundred ninety-two participants were recruited and categorized into one non-social feedback group and four social feedback groups. Participants in the social feedback groups were informed that after the outcome of each choice, they would also receive feedback from an online peer. This peer was a fictitious entity, with variations in identity (novice or expert) and feedback type (random or effective). The Outcome-Representation Learning model (ORL model) was used to quantify the cognitive components of learning. Behavioral results showed that both the identity of the peer and the type of feedback provided significantly influenced the deck selection, with effective social feedback increasing the ratio of chosen good decks. Results in the ORL model showed that the four social feedback groups exhibited lower learning rates for gain and loss compared to the nonsocial feedback group, which suggested, in the social feedback groups, the impact of the recent outcome on the update of value decreased. Parameters such as forgetfulness, win frequency, and deck perseverance in the expert-effective feedback group were significantly higher than those in the non-social feedback and expert-random feedback groups. These findings suggest that individuals proactively evaluate feedback providers and selectively adopt effective feedback to enhance learning.

Sex differences on the response to others' gains and losses under cooperation and competition.

Although previous studies have shown that task performance is affected by others' presence and (the consequences of) others' actions, it is unclear how task performance varies in different social situations and the role that sex plays in it. In the present study, we investigated sex differences in the evaluation processing of another person's outcomes in both cooperative and competitive contexts. We recorded the event-related potentials (ERPs) of 72 normal adults who played a gambling task with a partner or against an opponent. The behavioral results indicate that males take longer to make decisions in competitive contexts, while females take longer to make decisions in cooperative contexts. According to the ERP findings, feedback-related negativity (FRN) was influenced by sex, with larger FRN following another person's loss among males in both cooperative and competitive contexts. The P300 was influenced by sex and context, such that males had greater P300 when another person made a gain under the cooperative context, while females had greater P300 when another person lost under the cooperative context. Our findings suggest that the processing of another person's outcome can be modulated by the sex during the early stage and by both the context and sex during the late stage.