Individuals with higher anxiety-related traits intensified their conflict monitoring throughout the task to learn successfully. Individuals with higher reasoning scores and higher impulsivity-related traits relied rather on feedback processing (i.e., external indicators) during reinforcement learning.
By performing structural equation modeling, we demonstrate that conflict monitoring decreased across task blocks, whereas the percentage of correct responses increased across task blocks. 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. Thereby, we asked how the differential investment of cognitive-motivational processes facilitates learning in a mock forensic 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. 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.
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