Uncertainty presents a key challenge when learning how best to act to attain a desired outcome. People can report uncertainty in the form of confidence judgments, but how such judgments contribute to learning and subsequent decisions remains unclear. In a series of three experiments employing an operant learning task, we tested the hypothesis that confidence plays a central role in learning by regulating resource allocation to the seeking and processing of feedback. We predicted that, as participants' confidence in their task knowledge grew, they would discount feedback when it was provided and be correspondingly less willing to pay for it when it was costly. Consistent with these predictions, we found that higher confidence was associated with reduced electrophysiological markers of feedback processing and decreased updating of beliefs following feedback receipt. Bayesian modeling suggests that this decrease in processing was due to a drop in the expected informative value of novel information when participants were highly confident. Thus, when choosing whether to pay a fee to receive further feedback, participants' subjective confidence, rather than the objective accuracy of their decisions, guided their choices. Overall, our results suggest that confidence regulates learning and subsequent decision making. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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在人类概率学习过程中，置信度调节反馈处理。


在学习如何最好地采取行动以实现预期结果时，不确定性是一个关键挑战。人们可以以信心判断的形式报告不确定性，但这种判断如何有助于学习和随后的决定仍不清楚。在采用操作性学习任务的三个系列实验中，我们检验了信心通过调节资源分配以寻求和处理反馈在学习中起核心作用的假设。我们预测，随着参与者对他们的任务知识的信心增强，他们会在提供反馈时打折扣，相应地在成本高昂时不愿意为此付费。与这些预测一致，我们发现较高的置信度与反馈处理的电生理标志物减少和收到反馈后信念更新的减少有关。贝叶斯模型表明，这种处理能力的减少是由于当参与者高度自信时，新信息的预期信息价值下降。因此，在选择是否支付费用以获得进一步的反馈时，参与者的主观信心，而不是他们决定的客观准确性，指导了他们的选择。总体而言，我们的结果表明，信心调节着学习和随后的决策。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。