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

• Main Authors: Diana eRaufelder, Rebecca eBoehme, Lydia eRomund, Sabrina eGolde, Robert C. Lorenz, Tobias eGleich, Anne eBeck
• Format: Article
• Language: English
• Published: Frontiers Media S.A. 2016-05-01
• Series: Frontiers in Psychology
• Subjects: Motivation; Reversal Learning; adolescence; fMRI; interindividual differences; social relationships
• Online Access: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.00655/full

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.