Effect of novelty and risk on schema-based learning and decision making in ecological settings

Previous studies have shown the enhancing effect of schemas on memory consolidation in rodents and humans. However, their effect on decision making is rarely investigated, particularly in ecological settings. Moreover, the effect of novelty and risk on learning and decision making and whether this process is mediated via arousal- or attention-related mechanisms remain debatable. To investigate these questions, a novel experiment was designed where people could explore paintings or quotes to gain the schematic knowledge and use it to make decisions. We observed the learning of schema and improvement in schema-based decision making which is influenced by item modality. Results show that further performance is reinforced by previous positive feedback, emphasizing the promotive effects of already established schemas on the transition from exploring likable or familiar items and choosing items with advanced knowledge (accuracy-oriented) to learning and choosing high-reward items (value-oriented). Further progress leads to less focused attention and lower arousal level whereas higher levels of these biomarkers are likely to enhance the performance. In particular, the relationship between environmental changes, biological response and its influence on performance follows the cost-benefit arbitration, implying the special role of attention and arousal level in this process. While novelty is introduced or risk level changes, decision making shifts between accuracy- or value-oriented strategy which is related to the change in attention level, and performance changes mediated by the arousal level which is related to novelty seeking and value-directed behaviour. Moreover, such effect from environmental changes is mitigated by successful progress in task, suggesting establishment of schema ensures the further learning and robust decision making. We conclude that schema-based learning and decision making might be promoted by attention and arousal initially when schematic framework is underdeveloped and then reinforced by established schema.

Grantor dc:publisher

The University of Edinburgh

Year dc:date.issued

2021

Author dc:creator

• Chen, Jianning

Advisor dc:contributor.advisor

• Luksys, Gedi

• schema
• learning
• decision making
• novelty
• risk

Language dc:language.iso

en

Identifier URI

http://dx.doi.org/10.7488/era/4992

OAI identifier oai:identifier

oai:era.ed.ac.uk:1842/42272