The interaction effect between the accompanying response and group approached significance ( F (1.7,67) = 3.22, p = 0.055, η 2 = 0.08), whereas the three-way interaction among electrode location, accompanying response, and group was not significant ( F (2,81) = 0.32, p = 0.727, η 2 < 0.01).
When the level of action–outcome knowledge after the learning phase was used as a covariate, significant differences were found in the correct response rates for non-devalued results ( F (1,44) = 6.24, p = 0.016, η 2 = 0.17), whereas the differences in the mean response rates for devalued results were marginally significant ( F (1, 44) = 3.8, p = 0.058, η 2 = 0.08).