Monolingual and Bilingual Differences in Reinforcement Learning

Reinforcement learning (RL) theory states that we learn the value associated with choices by computing the discrepancy between the reward and previously estimated value, while proportionally adjusting our estimate. RL lies at the core of successful goal-directed behavior and learning. Studies have pointed out Basal Ganglia's (BG) role in reinforcement learning. Specifically, the Conditional Routing Model by Stocco states that the BG’s involvement in reinforcement learning can be seen as a routing operation that defines which signals are being transferred between cortical regions through BG functional pathways. Most RL studies have not considered bilingualism. Some studies show that bilingualism trains specific brain circuits involved in flexible rule selection and application, while some do not find differences in cognitive performance between monolinguals and bilinguals at all. Given the above, the current study attempted to bridge the gap in the literature by looking at differences in RL between monolingual and bilingual language groups, and also differences within-bilinguals, based on the conditional routing model and adopting Collins' RL task paradigm. During the task, participants learned correct associations based on feedback and were tested on the results later. Results showed that (1) monolinguals were faster and had better accuracy for set size 6 compared to set size 3, while bilingual accuracy did not differ between set sizes; and (2) there was a positive correlation between heightened English proficiency and the accuracy of RL testing. Within bilinguals, both English proficiency and efficiency influenced the testing accuracy in the RL task in bilinguals. Spanish did not influence testing accuracy. Bilinguals did differently at set sizes depending on their English confidence level. Overall, results with the current sample suggested a language group difference in RL driven by a main effect of English language, and underscore the importance of considering both objective and subjective measures when investigating the relationship between language experience and cognitive functions.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Psychology

Grantor

University of Houston

Year dc:date.issued

2024

Author dc:creator

• Xu, Yinan

Advisor dc:contributor.advisor

• Hernandez, Arturo E

Committee members dc:contributor.committeemember

• Tamber-Rosenau, Benjamin
• Stocco, Andrea

• Reinforcement learning
• bilingualism
• executive function
• individual differences

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10657/17778

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/17778