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

Autor/inn/en	Raufelder, Diana; Boehme, Rebecca; Romund, Lydia; Golde, Sabrina; Lorenz, Robert C.; Gleich, Tobias; Beck, Anne
Titel	Does feedback-related brain response during reinforcement learning predict socio-motivational (in-)dependence in adolescence?
Quelle	In: Frontiers in psychology, 7 (2016) Art. 655, 11 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2016.00655
Schlagwörter	Peer-Beziehungen; Emotionales Verhalten; Emotionalität; Soziale Motivation; Verhaltenstraining; Soziale Beziehung; Adoleszenz; Motivation; Neurobiologie; Neurologie; Lernmotivation; Verhaltenstraining; Hirnforschung; Regressionsanalyse; Emotionales Verhalten; Hirnfunktion; Lernaufgabe; Soziale Motivation; Schulische Motivation; Schüler-Schüler-Beziehung; Lernmotivation; Motivation; Lernaufgabe; Hirnforschung; Hirnfunktion; Neurobiologie; Regressionsanalyse; Magnetresonanzverfahren; Neurologie; Jugendlicher
Abstract	This multi-methodological study applied functional magnetic resonance imaging 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 (MTs): (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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2