Social Modulation of Reward Learning during the Toddler Period

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Parenting & Parent-Child Relationships

Abstract

The toddler period is an important transitional moment in development, marked by initial increases in physical independence from caregivers as children begin to walk, feed, and play more by themselves and with peers. It is also a time of rapid emotional learning. Learning about either the danger or reward value of stimuli often occurs through social interactions. While prior research in the field has largely focused on directed social learning from parents or strangers/teachers in toddlerhood (Walden & Ogan, 1988; Campos, 1981; Sorce et. al., 1985; Hornik, Risenhoover & Gunnary, 1987; Jones, 2007), this study aimed to investigate whether social contexts, in terms of mere presence of a parent or a teacher, influence reward learning in this age group. In study 1 (N=97), the reward learning preferences of toddlers (24-43 months, mean 31.8) were assessed following a Pavlovian reward conditioning paradigm. The learning occurred either in the presence of their parent or a teacher using a within-subject design (note: the teacher’s relative familiarity varied across children). Results from Study 1 showed a significant interaction between age and social context such that older toddlers showed a preference toward the rewarded stimuli during recall test when learning occurred in the social context of their parent (B=0.52, p=0.02). Exploratory post-hoc analyses showed that older toddlers had a greater familiarity with the teacher. To further investigate the age effects from Study 1 (in particular, the lack of a parental effect on learning in younger toddlers), Study 2 was conducted (N=48) oversampling younger toddlers (range 23-37, mean 29.6). To overcome a limitation in Study 1, Study 2 held teacher familiarity constant. Study 2 found that social context (parent versus teacher) modulated learning for the rewarding stimuli (B=0.28, p<0.01) if toddlers had conditioned with their teacher first, compared to conditioning with their parent. Taken together, these findings provide evidence that social context, in addition to ordering effects of such contexts, are important modulators of reward learning processes during toddlerhood. These findings contribute to a better understanding of the role social contexts in reward learning during the toddler period.

Authors

• Chelsea Marie Harmon, Columbia University
  Presenting Author

• Emma Routhier, Barnard College
  Non-Presenting Author

• Hannah Dunn
  Non-Presenting Author

• Sophia Golden, Columbia University
  Non-Presenting Author

• Sarah Marcotte, Columbia University
  Non-Presenting Author

• Laura MacMullin, University of Toronto
  Non-Presenting Author

• Tovah Klein, Barnard College
  Non-Presenting Author

• Nim Tottenham, Columbia University
  Non-Presenting Author