dc.contributor.author
Rodriguez Buritica, Julia M.
dc.contributor.author
Eppinger, Ben
dc.contributor.author
Heekeren, Hauke R.
dc.contributor.author
Crone, Eveline A.
dc.contributor.author
Duijvenvoorde, Anna C. K. van
dc.date.accessioned
2024-04-16T11:20:15Z
dc.date.available
2024-04-16T11:20:15Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/43260
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-42976
dc.description.abstract
Observational learning is essential for the acquisition of new behavior in educational practices and daily life and serves as an important mechanism for human cognitive and social-emotional development. However, we know little about its underlying neurocomputational mechanisms from a developmental perspective. In this study we used model-based fMRI to investigate differences in observational learning and individual learning between children and younger adults. Prediction errors (PE), the difference between experienced and predicted outcomes, related positively to striatal and ventral medial prefrontal cortex activation during individual learning and showed no age-related differences. PE-related activation during observational learning was more pronounced when outcomes were worse than predicted. Particularly, negative PE-coding in the dorsal medial prefrontal cortex was stronger in adults compared to children and was associated with improved observational learning in children and adults. The current findings pave the way to better understand observational learning challenges across development and educational settings.
en
dc.format.extent
12 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Social neuroscience
en
dc.subject
reinforcement learning
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Observational reinforcement learning in children and young adults
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
18
dcterms.bibliographicCitation.doi
10.1038/s41539-024-00227-9
dcterms.bibliographicCitation.journaltitle
npj Science of Learning
dcterms.bibliographicCitation.number
1
dcterms.bibliographicCitation.volume
9
dcterms.bibliographicCitation.url
https://doi.org/10.1038/s41539-024-00227-9
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Neural Dynamics of Visual Cognition
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
2056-7936
refubium.resourceType.provider
WoS-Alert