Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?

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.

Developmental Changes in Learning: Computational Mechanisms and Social Influences

“…Successful attempts along this direction have already been made. For example, in a study by Raufelder et al ( 2016 ) learning rates and neural prediction error signals in a reversal learning task could be linked to different scholastic motivation types in adolescent pupils. We believe that several aspects of learning and decision-making discussed above also are of great practical relevance, such as learning from negative and positive feedback, the regulation of cognitive effort during (model-based) decision-making or the implications of learning from observations and instructions.…”

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

“…This study focused on competence support in terms of student-perceived teachers’ ability feedback, teachers’ praise of improvement, and emphasis in class on the mastery of tasks. Competence-support through feedback, however, is also interrelated with students’ interpersonal relations to their teachers and peers ( Raufelder et al, 2016a ).…”