Raufelder Diana, Boehme Rebecca, Romund Lydia, Golde Sabrina, Lorenz Robert C, Gleich Tobias, Beck Anne
Ernst-Moritz Arndt University Greifswald Greifswald, Germany.
Charité - Universitätsmedizin Berlin Berlin, Germany.
Front Psychol. 2016 May 6;7:655. doi: 10.3389/fpsyg.2016.00655. eCollection 2016.
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.
这项多方法研究应用功能磁共振成像技术，调查了一组青少年学生（N = 88）在概率强化学习任务期间的神经激活情况。我们将新出现的大脑活动模式和个体学习率与四种不同动机类型（MTs）中表现出的社会动机（非）独立性联系起来：（1）同伴依赖型MT，（2）教师依赖型MT，（3）同伴和教师依赖型MT，（4）同伴和教师独立型MT。多项回归分析显示，个体学习率可预测学生属于独立型MT还是同伴和教师依赖型MT。此外，纹状体是一个与行为适应和灵活性相关的脑区，在具有动机独立性的学生中显示出与学习相关的激活增加。而且，参与行为控制的前额叶皮层在同伴和教师依赖型MT的学生中更活跃。总体而言，本研究为动机与学习的相互作用提供了新见解，（1）关注同伴和教师作为学生个体动机来源的作用中的个体差异，（2）以及其潜在的神经生物学基础。
