Does feedback-related brain response during reinforcement learning predict socio-motivational (in-)dependence in adolescence?

Frontiers in Psychology

Rebecca eBoehme¹  Lydia eRomund¹  Sabrina eGolde¹  Tobias eGleich¹  Anne eBeck¹  Diana eRaufelder²  Robert C. Lorenz³ 

[1] Charité – Universitätsmedizin Berlin;Ernst-Moritz Arndt University Greifswald;Max Planck Institute for Human Development;

关键词: Motivation;    Reversal Learning;    adolescence;    fMRI;    interindividual differences;    social relationships;   

DOI  :  10.3389/fpsyg.2016.00655

来源: DOAJ

【 摘 要 】

This multi-methodological study applied functional magnetic resonance imaging (fMRI) to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MT): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis.

【 授权许可】

Unknown