Greater learning transfer effect for avoidance of loss than for achievement of gain in Finnish and Russian schoolchildren

Heliyon. 2020. Vol. 6. No. 6. P. E04158.

Sozinov A. A., Laukka S., Lyashchenko A. I., Siipo A., Nopanen M., Tuominen T., Alexandrov Y.

Classification of behavior into principal categories of approach and avoidance is grounded in evolutionary considerations
and multiple results of behavioral, self-report, and brain-activity analyses. Contrasted via measures of
cognitive processes, avoidance is accompanied by greater cognitive engagement than approach. Considering
outcome as a key constituent of behavioral underpinnings, we interpret approach/avoidance distinction in terms
of structure of experience: avoidance domain provides more detailed interaction with the environment, than
approach domain. Learning outwardly similar behaviors aimed at gain or loss outcomes manifests formation of
different structures that underlie further learning. Therefore, we predicted difference of learning transfer between
gain and loss contexts that was revealed here by introducing two tasks for different groups of schoolchildren in
Finland and Russia. The cultural specificity of gain/loss differences was also evident with employed measures,
including error rate and post-error slowing. The results support that avoidance-motivated behavior is organized as
a more complex organism-environment interaction, than the approach-motivated behavior.

Keywords: learning, Educational psychology, avoidance, achievement, Learning transfer