AUTHOR=Richter Anni , Guitart-Masip Marc , Barman Adriana , Libeau Catherine , Behnisch Gusalija , Czerney Sophia , Schanze Denny , Assmann Anne , Klein Marieke , Düzel Emrah , Zenker Martin , Seidenbecher Constanze I. , Schott Björn H. TITLE=Valenced action/inhibition learning in humans is modulated by a genetic variant linked to dopamine D2 receptor expression JOURNAL=Frontiers in Systems Neuroscience VOLUME=8 YEAR=2014 URL=https://www.frontiersin.org/journals/systems-neuroscience/articles/10.3389/fnsys.2014.00140 DOI=10.3389/fnsys.2014.00140 ISSN=1662-5137 ABSTRACT=

Motivational salience plays an important role in shaping human behavior, but recent studies demonstrate that human performance is not uniformly improved by motivation. Instead, action has been shown to dominate valence in motivated tasks, and it is particularly difficult for humans to learn the inhibition of an action to obtain a reward, but the neural mechanism behind this behavioral specificity is yet unclear. In all mammals, including humans, the monoamine neurotransmitter dopamine is particularly important in the neural manifestation of appetitively motivated behavior, and the human dopamine system is subject to considerable genetic variability. The well-studied TaqIA restriction fragment length polymorphism (rs1800497) has previously been shown to affect striatal dopamine metabolism. In this study we investigated a potential effect of this genetic variation on motivated action/inhibition learning. Two independent cohorts consisting of 87 and 95 healthy participants, respectively, were tested using the previously described valenced go/no-go learning paradigm in which participants learned the reward-associated no-go condition significantly worse than all other conditions. This effect was modulated by the TaqIA polymorphism, with carriers of the A1 allele showing a diminished learning-related performance enhancement in the rewarded no-go condition compared to the A2 homozygotes. This result highlights a modulatory role for genetic variability of the dopaminergic system in individual learning differences of action-valence interaction.