| dc.description.abstract | Learner’s motivation is regarded as an important feature of effective education. Behaviouristic teaching methods in schools make use of (anticipation towards) rewards and
punishments to stimulate appropriate behaviour and motivation. This study aims to clarify how a reward anticipation modulates the cognitive strategy of semantic processing, by means of the N400-ERP as neural correlate for recognition of semantic incongruences. EEG-
recordings were made of 37 women while they were asked to read 50 low-cloze and 50 high-cloze sentences. Then, participants completed a test in which the last word of the just read sentences was omitted and had to be filled in again. Half of the participants were told that for each right answer at the test their financial compensation for participation would increase.
The paradigm induced strong N400-responses in both conditions. Upon further analysis, it was found that the effect sizes of individual electrode N400-responses were lower in the group that had a reward prospect, but there was no statistical difference. Nevertheless, the reward prospect group obtained significantly higher test scores. This test score showed a negative correlation with the strength of the N400 response. Therefore, a reward anticipation probably causes a qualitative shift in cognitive processing, away from meaningful semantic
processing to strategies that promote direct, short-term rote learning. Attention must be paid in learning situations that require meaningful learning, as reward prospects might lead to short-term benefits at the possible cost of long-term deep understanding. | |
