It is known that external success / failure and correct / incorrect feedback play an important role in behavior and learning.Previous studies have shown that adults perform distinct cognitive processing for success / failure feedback, but not for infants.

　The research group examined cognitive processing using event-related potentials (transient potentials that occur in response to specific stimuli, which are a type of brain wave) indicated by correct and incorrect answers to tasks. A cognitive task was conducted in which 5 21-year-old children were asked to answer whether the illustration of the specified animal was displayed on the left side or the right side of the computer screen by pressing a button.At this time, we set a situation where one person would do it and a situation where the parents would cheer next to each other, and measured the brain activity for success (○) and failure (×).

　As a result of the experiment, it was possible to distinguish between success and failure when the parents performed the task while cheering next to each other, but it was not possible to distinguish between success and failure when the parent performed the task alone.Also, with parental support, the amplitude of the reward-positive potential for success (the component of the event-related potential that occurs for reward and positive feedback) was greater than when performing the task alone.

　The results of this study show that parental support may have an important effect on the development of the infant's brain, and that the daily involvement of parents has an important effect on the quality judgment and learning of infants. Suggests.In the future, it is said that it will consider changing the conditions such as support from people other than parents and rewards for money and things.

Paper information:[Social Neuroscience] Parental presence with encouragement alters feedback processing in preschoolers: An ERP study