The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

Abstract

The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.