Social inequity disrupts reward-based learning.

Area of Science:

• Cognitive Science
• Social Psychology
• Neuroscience

Background:

• Reward-based learning is fundamental to how individuals acquire action-outcome associations.
• Understanding how social factors, such as reward sharing and group identity, influence this learning is crucial.

Purpose of the Study:

• To investigate the impact of reward inequity and social group identity on human reward-based learning.
• To determine if stereotypes about social groups affect learning from shared rewards.

Main Methods:

• Three experiments involving participants learning monetary reward associations under conditions of self-other reward splitting.
• Manipulation of reward shares and partner's social group identity.
• Computational modeling using adapted reinforcement learning frameworks.

Main Results:

• Learning was slower and less successful when participants received a smaller share of the total reward.
• Social stereotypes modulated learning rates, particularly under reduced cognitive load, with perceived lower warmth or competence hindering learning.
• Computational models incorporating inequity and stereotype information best explained the observed learning patterns.

Conclusions:

• Social context, including reward distribution inequity and group stereotypes, significantly modulates reward-based learning.
• Learning processes are not purely individual but are dynamically shaped by social-cognitive factors.
• Reinforcement learning models can be adapted to account for social influences on learning.