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Does Feedback-Relat...
Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?
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- Raufelder, Diana (författare)
- Ernst-Moritz Arndt University Greifswald, Greifswald, Germany
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- Böhme, Rebecca (författare)
- Charité – Universitätsmedizin Berlin, Berlin, Germany
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- Romund, Lydia (författare)
- Charité – Universitätsmedizin Berlin, Berlin, Germany
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- Golde, Sabrina (författare)
- Charité – Universitätsmedizin Berlin, Berlin, Germany
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- Lorenz, Robert C. (författare)
- Max Planck Institute for Human Development, Berlin, Germany
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- Gleich, Tobias (författare)
- Charité – Universitätsmedizin Berlin, Berlin, Germany
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- Beck, Anne (författare)
- Charité – Universitätsmedizin Berlin, Berlin, Germany
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(creator_code:org_t)
- 2016-05-06
- 2016
- Engelska.
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Ingår i: Frontiers in Psychology. - Lausanne, Switzerland : Frontiers Research Foundation. - 1664-1078. ; 7
- Relaterad länk:
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https://liu.diva-por... (primary) (Raw object)
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https://www.frontier...
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https://urn.kb.se/re...
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https://doi.org/10.3...
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Abstract
Ämnesord
Stäng
- 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 studentsâ 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 studentsâ individual motivation and (2) its potential neurobiological basis.
Ämnesord
- SAMHÄLLSVETENSKAP -- Psykologi -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology -- Psychology (hsv//eng)
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