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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