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Abstract

Relatedness represents the need to experience satisfaction regarding interpersonal acceptance and closeness and has been identified as a fundamental psychological human need. In several different domains, higher relatedness to others such as parents, teachers, peers, or coaches has been directly correlated with higher levels of positive affect and intrinsic motivation, with both factors being associated with increased dopamine activity. In the present experiment, we tested the effects of social relatedness on the learning of a gymnastic skill and observed eye blink rate (EBR), considered associated with dopamine activity. Two groups of young adults practiced a task in which they were required to learn a specific movement form of a gymnastic skill. Before practice, participants in the relatedness support condition (RS group) received instructions emphasizing acknowledgment, caring, and interest in the participants' experiences, while participants in the relatedness thwart condition (RTh group) received instructions emphasizing disinterest in the participant as a person. EBR was measured while the participants observed a 1-min demonstration video before and during practice. One day after practice, participants completed a retention test. The results demonstrate higher EBR during practice and enhanced movement form of the gymnastic skill in the retention test in the RS group relative to the RTh group. The findings show that relatedness affects gymnastic skill learning and reveal dopamine as a potential underlying mediator of relatedness effects.