The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

Eva M. Janssen; Sanne H G van der Ven; Anne H. van Hoogmoed; Paul P M Leseman

doi:10.1016/j.learninstruc.2016.10.003

The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

Eva M. Janssen^*
, Sanne H G van der Ven
, Anne H. van Hoogmoed
, Paul P M Leseman

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.

Original language	English
Pages (from-to)	80-90
Number of pages	11
Journal	Learning and Instruction
Volume	47
DOIs	https://doi.org/10.1016/j.learninstruc.2016.10.003
Publication status	Published - 1 Feb 2017

Keywords

Anticipated achievement feedback
Emotions
Event-related potentials
N400
Semantic processing

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10.1016/j.learninstruc.2016.10.003

n400Final published version, 868 KBLicence: Taverne

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title = "The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect",

abstract = "The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.",

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AU - Janssen, Eva M.

AU - van der Ven, Sanne H G

AU - van Hoogmoed, Anne H.

AU - Leseman, Paul P M

PY - 2017/2/1

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N2 - The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.

AB - The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.

KW - Anticipated achievement feedback

KW - Emotions

KW - Event-related potentials

KW - N400

KW - Semantic processing

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The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

Abstract

Keywords

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