Cognitive components underpinning the development of model-based learning.
Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning.
Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY 10065, United States; New York University, Department of Psychology, New York, NY 10003, United States.
Tracey C S
TCS
Potter
Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY 10065, United States; New York University, Department of Psychology, New York, NY 10003, United States.
Nessa V
NV
Bryce
Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY 10065, United States; New York University, Department of Psychology, New York, NY 10003, United States. Electronic address: cah369@nyu.edu.
Catherine A
CA
Hartley
D000293:Adolescent; D000328:Adult; D002648:Child; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D055815:Young Adult
Fluid reasoning; Model-based; Reinforcement learning; Statistical learning