Formal education has a long-term impact on an individual’s life. However, our knowledge of the effect of a specific lack of education, such as in mathematics, is currently poor but is highly relevant given the extant differences between countries in their educational curricula and the differences in opportunities to access education. Here we examined whether neurotransmitter concentrations in the adolescent brain could classify whether a student is lacking mathematical education. Decreased γ-aminobutyric acid (GABA) concentration within the middle frontal gyrus (MFG) successfully classified whether an adolescent studies math and was negatively associated with frontoparietal connectivity. In a second experiment, we uncovered that our findings were not due to preexisting differences before a mathematical education ceased. Furthermore, we showed that MFG GABA not only classifies whether an adolescent is studying math or not, but it also predicts the changes in mathematical reasoning ∼19 mo later. The present results extend previous work in animals that has emphasized the role of GABA neurotransmission in synaptic and network plasticity and highlight the effect of a specific lack of education on MFG GABA concentration and learning-dependent plasticity. Our findings reveal the reciprocal effect between brain development and education and demonstrate the negative consequences of a specific lack of education during adolescence on brain plasticity and cognitive functions.

Previous research has highlighted the role of glutamate and gamma-aminobutyric acid (GABA) in learning and plasticity. What is currently unknown is how this knowledge translates to real-life complex cognitive abilities that emerge slowly and how the link between these neurotransmitters and human learning and plasticity is shaped by development. While some have suggested a generic role of glutamate and GABA in learning and plasticity, others have hypothesized that their involvement shapes sensitive periods during development. Here we used a cross-sectional longitudinal design with 255 individuals (spanning primary school to university) to show that glutamate and GABA in the intraparietal sulcus explain unique variance both in current and future mathematical achievement (approximately 1.5 years). Furthermore, our findings reveal a dynamic and dissociable role of GABA and glutamate in predicting learning, which is reversed during development, and therefore provide novel implications for models of learning and plasticity during childhood and adulthood.

The continuous balancing of the risks and benefits of exploiting known options or exploring new opportunities is essential to human life. We forage for new opportunities when they are deemed to be more attractive than the available option, but this decision to forage also entails costs. People differ in their propensity to exploit or forage, and both the social circumstances and our individual value orientations are likely influences. Here, participants made foraging decisions for themselves and for a charity of their choice in two paradigms: one that features two distinct modes of decision-making (foraging vs classical economic decision-making) and one which is more directly related to the classical animal foraging and ethology literature. Across both paradigms, individuals who possessed a stronger self-focused value orientation obtained more rewards when they were allowed to forage for themselves rather than the charity. Neuroimaging during the tasks revealed that this effect was associated with activity in the dorsal anterior cingulate cortex (dACC) in that more self-focused individuals showed lower activity in dACC for the self-condition relative to the other condition. This evidence reveals a dynamic interplay between foraging outcomes and the higher-order value system of individuals.