The role of intrinsic reward in adolescent word learning

IF 3.1 1区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Developmental Science Pub Date : 2024-04-29 DOI:10.1111/desc.13513
Amrita Bains, Annaliese Barber, Tau Nell, Pablo Ripollés, Saloni Krishnan
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引用次数: 0

Abstract

Relatively little work has focused on why we are motivated to learn words. In adults, recent experiments have shown that intrinsic reward signals accompany successful word learning from context. In addition, the experience of reward facilitated long-term memory for words. In adolescence, developmental changes are seen in reward and motivation systems as well as in reading and language systems. Here, in the face of this developmental change, we ask whether adolescents experience reward from word learning, and how the reward and memory benefit seen in adults is modulated by age. We used a naturalistic reading paradigm, which involved extracting novel word meanings from sentence context without the need for explicit feedback. By exploring ratings of enjoyment during the learning phase, as well as recognition memory for words a day later, we assessed whether adolescents show the same reward and learning patterns as adults. We tested 345 children between the ages of 10–18 (N > 84 in each 2-year age-band) using this paradigm. We found evidence for our first prediction: children aged 10–18 report greater enjoyment for successful word learning. However, we did not find evidence for age-related change in this developmental period, or memory benefits. This work gives us greater insight into the process of language acquisition and sets the stage for further investigations of intrinsic reward in typical and atypical development.

Research Highlights

  • We constantly learn words from context, even in the absence of explicit rewards or feedback.
  • In adults, intrinsic reward experienced during word learning is linked to a dopaminergic circuit in the brain, which also fuels enhancements in memory for words.
  • We find adolescents also report enhanced reward or enjoyment when they successfully learn words from sentence context.
  • The relationship between reward and learning is maintained between the ages of 10 and 18.
  • Unlike in adults, we did not observe ensuing memory benefits.

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内在奖赏在青少年单词学习中的作用
关于我们为什么会有学习单词的动机的研究相对较少。最近的实验表明,在成人中,内在奖励信号伴随着从上下文中成功学习单词。此外,奖励体验也有助于对单词的长期记忆。在青春期,奖励和动机系统以及阅读和语言系统都会发生发展变化。面对这种发展变化,我们想知道青少年是否会从单词学习中获得奖励,以及成人的奖励和记忆益处是如何受年龄影响的。我们采用了一种自然阅读范式,即在不需要明确反馈的情况下,从句子上下文中提取新词词义。通过探索学习阶段的乐趣评分以及一天后的单词识别记忆,我们评估了青少年是否表现出与成年人相同的奖励和学习模式。我们使用该范式对 345 名 10-18 岁的儿童进行了测试(每 2 岁年龄段 84 人)。我们发现了第一个预测的证据:10-18 岁的儿童在成功学习单词后会表现出更大的乐趣。然而,我们并没有发现在这一发育阶段与年龄相关的变化或记忆益处的证据。这项工作让我们对语言习得过程有了更深入的了解,并为进一步研究典型和非典型发展过程中的内在奖励奠定了基础。 研究亮点 我们不断地从语境中学习单词,即使没有明确的奖励或反馈。在成人中,单词学习过程中的内在奖赏与大脑中的多巴胺能回路有关,这也促进了单词记忆的增强。我们发现,当青少年成功地从句子上下文中学习单词时,他们也会报告自己获得了更多的奖励或乐趣。奖励与学习之间的关系在 10 到 18 岁之间一直存在。与成人不同的是,我们没有观察到随之而来的记忆益处。
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来源期刊
CiteScore
8.10
自引率
8.10%
发文量
132
期刊介绍: Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain
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