Abstract
Imagine that you meet someone new. You may wonder what they like, for example how much do they like baseball? You then get their feedback, which helps you to predict how much they like something similar, like basketball. We tested how teens and adults decide what others like and dislike and how they learn about others through feedback. This learning process can be described with mathematical models that calculate prediction errors—the difference between how much you think someone likes baseball and their actual preference for it. Teens and adults differed in how quickly they learned about others using this measure. Teens also tended to use a different brain region than adults when learning about the preferences of other people. This study helps us to understand how social learning develops over teenage years.
Highlights
Figure shows an example of how a “blue person” thinks about the preferences of a new “green person” and how this new person gives them feedback
We used a technique called functional magnetic resonance imaging [ ] to test which brain regions contribute to social learning
We expected that the brain regions involved in social learning would di er between teens and adults, because the brain continues to develop during adolescence [ ]
Summary
You may wonder what they like, for example how much do they like baseball? You get their feedback, which helps you to predict how much they like something similar, like basketball. We tested how teens and adults decide what others like and dislike and how they learn about others through feedback. This learning process can be described with mathematical models that calculate prediction errors—the di erence between how much you think someone likes baseball and their actual preference for it. Teens tended to use a di erent brain region than adults when learning about the preferences of other people. This study helps us to understand how social learning develops over teenage years
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