The Effect of False Positive Feedback on Learning an Inhibitory-Action Task in Older Adults

Background/Study Context: Older adults show a greater response to feedback whilst learning than younger adults. To date this has only been shown for receiving veridical feedback, but there is evidence that suggests that receiving false positive feedback may further enhance learning. We tested the hypothesis that receiving false positive feedback, being told you are preforming better than expected, would be more advantageous for older than...