This study investigated individual differences of conflict monitoring (N2 component), feedback processing (feedback negativity component), and reinforcement learning in a discrimination learning task using a mock (fictitious) forensic scenario to set participants in a semantic task context. We investigated individual differences of anxiety-related, impulsivity-related traits and reasoning ability during trial-and-error learning of mock suspect and nonsuspect faces. Thereby, we asked how the differential investment of cognitive-motivational processes facilitates learning in a mock forensic context. As learning can be studied by means of time-on-task effects (i.e., variations of cognitive processes across task blocks), we investigated the differential investment of cognitive-motivational processes block-wise in N = 100 participants. By performing structural equation modeling, we demonstrate that conflict monitoring decreased across task blocks, whereas the percentage of correct responses increased across task blocks. Individuals with higher reasoning scores and higher impulsivity-related traits relied rather on feedback processing (i.e., external indicators) during reinforcement learning. Individuals with higher anxiety-related traits intensified their conflict monitoring throughout the task to learn successfully. Observation by relevant others intensified conflict monitoring more than nonobservation. Our data highlight that individual differences and social context modulate the intensity of information processing in a discrimination learning task using a mock forensic task scenario. We discuss our data with regard to recent cognitive-motivational approaches and in terms of reinforcement learning.

中文翻译：

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在模拟取证环境中强化学习期间冲突监控和反馈处理的个体差异。

这项研究调查了冲突监控（N2组件），反馈处理（反馈否定性组件）和在歧视学习任务中的强化学习的个体差异，使用模拟（虚拟）法医场景在语义任务上下文中设置参与者。我们调查了模拟可疑和非怀疑面孔的试错学习过程中与焦虑，冲动相关特征和推理能力的个体差异。因此，我们询问了认知动机过程的差异性投资如何在模拟取证环境中促进学习。由于学习可以通过工作时间效应（即跨任务块的认知过程的变化）进行研究，因此我们在N = 100的参与者中逐块研究了认知动机过程的差异投资。通过执行结构方程建模，我们证明了冲突监视在任务块中减少，而正确响应的百分比在任务块中增加。在强化学习过程中，具有较高推理分数和与冲动性相关的特征的个人更依赖于反馈处理（即外部指标）。具有较高焦虑相关特征的人在整个任务中加强了对冲突的监测，以成功学习。有关其他人的观察比不观察更能加强冲突监测。我们的数据表明，使用模拟取证任务场景时，个体差异和社会背景会影响歧视学习任务中信息处理的强度。