The Transfer Effect and Heart Rate Indices in Learning for Achievement or Avoidance

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Abstract

Actions aimed at achievement of a desider outcome and at avoidance of an undesired one differ in behavioral measures and brain activity, even if these actions are outwardly similar. In our framework, functional systems that subserve behavior for achievement and avoidance are formed within two different domains of individual experience — those of approach and withdrawal — that provide different degrees of differentiation for interaction of individual with the environment. Based on the previously revealed relation between sample entropy of heart beats and the degree of differentiation, we recorded the heart rate of university students during the performance of two tasks on a computer. The tasks were presented in one of two sequences and in one of two motivational contexts for different groups. In accordance with the idea of greater differentiation of the avoidance domain and in correspondence with our previous results, the transfer effect is higher in the achievement context if the tasks are presented without a break. It has been shown that sample entropy differs between analytic and holistic participants, and this difference reflects their structure of experience. No differences were found in sample entropy between the contexts, presumably due to a more pronounced effect of its dynamics during task performance. Comparison of entropy in participants with different levels of individual traits showed that participants with analytical thinking, compared to holistic ones, perform part of one of the tasks faster, and their entropy during task performance starts growing from lower values. We interpret all the results in terms of the temporary decrease in differentiation at the initial stage of learning.

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About the authors

A. A. Sozinov

Institute of Psychology, Russian Academy of Sciences

Author for correspondence.
Email: sozinovaa@ipran.ru

PhD (Psychology), Researcher, Shvyrkov's Laboratory of Psychophysiology

Russian Federation, 129366, Moscow, Yaroslavskaya str., 13, bldg. 1

A. V. Bakhchina

Institute of Psychology, Russian Academy of Sciences

Email: bakhchinaav@ipran.ru

PhD (Psychology), Researcher, Shvyrkov's Laboratory of Psychophysiology

Russian Federation, 129366, Moscow, Yaroslavskaya str., 13, bldg. 1

S. S. Kusinov

RUDN University

Email: kudinov_ss@pfur.ru

PhD (Psychology), Associate Professor, Department of Psychology and Education

Russian Federation, 117198, Moscow, Miklukho-Maklaya str., 6

Yu. I. Alexandrov

Institute of Psychology, Russian Academy of Sciences

Email: aleksandrovji@ipran.ru

Acad. of RAE, Professor, Head of the Shvyrkov's Laboratory of Psychophysiology

Russian Federation, 129366, Moscow, Yaroslavskaya str., 13, bldg. 1

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Supplementary files

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2. Fig. 1. Schematic diagram of the study procedure with designation of participant groups and task names. See explanations in the text

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3. Fig. 2. Subjective assessments of the valence of emotions in different contexts. Median (vertical line) and quartiles (rectangle boundaries) of assessments in the context of achievement (white) and avoidance (gray) by participants who performed tasks in the assessed context (top) and the opposite context (bottom). Asterisk indicates a significant difference

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4. Fig. 3. Performance indicators for tasks in different contexts and sequences in the context of achievement (white) and avoidance (gray) when performing the task first (I) or second (II); a — time to complete the first level of the “Category” task; b — number of trials when performing the first level in the “Girth” task. The mean and standard error are shown

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5. Fig. 4. Sample entropy of the heart rate during the resting period (P) and in five “windows” of 100 intervals (1–5): a — when both tasks were performed by all participants; b — when the “Category” task was performed by analytical (A, white circles) and holistic (X, black circles) participants. The mean and standard error of the non-normalized values are shown.

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