@article{RaufelderBoehmeRomundetal.2016,
  author    = {Raufelder, Diana and Boehme, Rebecca and Romund, Lydia and Golde, Sabrina and Lorenz, Robert C. and Gleich, Tobias and Beck, Anne},
  title     = {Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?},
  journal   = {Frontiers in Psychology},
  volume    = {7},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2016.00655},
  institution = {Institut f{\"u}r Erziehungswissenschaft},
  year      = {2016},
  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.},
  subject      = {-},
  language  = {en}
}