A selective role for dopamine in stimulus–reward learning

Shelly B. Flagel, Jeremy J. Clark, Terry E. Robinson, Leah Mayo, Alayna Czuj, Ingo Willuhn, Christina A. Akers, Sarah M. Clinton, Paul E. M. Phillips () and Huda Akil ()
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Shelly B. Flagel: Molecular and Behavioral Neuroscience Institute, University of Michigan
Jeremy J. Clark: University of Washington
Terry E. Robinson: University of Michigan
Leah Mayo: Molecular and Behavioral Neuroscience Institute, University of Michigan
Alayna Czuj: University of Michigan
Ingo Willuhn: University of Washington
Christina A. Akers: University of Washington
Sarah M. Clinton: Molecular and Behavioral Neuroscience Institute, University of Michigan
Paul E. M. Phillips: University of Washington
Huda Akil: Molecular and Behavioral Neuroscience Institute, University of Michigan

Nature, 2011, vol. 469, issue 7328, 53-57

Abstract: Abstract Individuals make choices and prioritize goals using complex processes that assign value to rewards and associated stimuli. During Pavlovian learning, previously neutral stimuli that predict rewards can acquire motivational properties, becoming attractive and desirable incentive stimuli. However, whether a cue acts solely as a predictor of reward, or also serves as an incentive stimulus, differs between individuals. Thus, individuals vary in the degree to which cues bias choice and potentially promote maladaptive behaviour. Here we use rats that differ in the incentive motivational properties they attribute to food cues to probe the role of the neurotransmitter dopamine in stimulus–reward learning. We show that intact dopamine transmission is not required for all forms of learning in which reward cues become effective predictors. Rather, dopamine acts selectively in a form of stimulus–reward learning in which incentive salience is assigned to reward cues. In individuals with a propensity for this form of learning, reward cues come to powerfully motivate and control behaviour. This work provides insight into the neurobiology of a form of stimulus–reward learning that confers increased susceptibility to disorders of impulse control.

Date: 2011
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DOI: 10.1038/nature09588

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