Prosocial behavior in rats is known to occur in response to a familiar rat’s distress, but the motivations underlying prosocial behavior remain elusive. In this study, we adapted the experimental setting of Ben-Ami Bartal, Decety, and Mason (2011) to explore different motivations behind helping behavior in adolescent rats. In the original setting, a free rat is placed in an arena where a cagemate is trapped inside a restrainer that can only be opened from the outside by the free rat. Here we added a dark compartment to the experimental setting that allowed the free rat to escape the arena and the distress evoked by the trapped cagemate, based on rodents’ aversion to bright areas. As a control, we tested rats in the same arena but with the door to the dark area closed. Our results showed that all free rats, except one in the escape condition, learned to open the restrainer’s door. However, in the escape condition, rats took significantly longer to open the restrainer to the cagemates when compared with rats that could not escape. To further explore the motivations underlying these group differences in door-opening latencies, we measured both rats’ behavior. We found that struggling behavior (i.e., distress) in the trapped rat did not affect door-opening, whereas exploratory behavior (i.e., proactive/positive behavior) in both rats contributed to shorter times. Our results highlight that adolescent rats show prosocial behavior even when they can escape without helping and contribute to demonstrate the role of positive emotional states in prosocial behavior.

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Acute stress is ubiquitous in everyday life, but the extent to which acute stress affects how people learn from the outcomes of their choices is still poorly understood. Here, we investigate how acute stress impacts reward and punishment learning in men using a reinforcement-learning task. Sixty-two male participants performed the task whilst under stress and control conditions. We observed that acute stress impaired participants' choice performance towards monetary gains, but not losses. To unravel the mechanism(s) underlying such impairment, we fitted a reinforcement-learning model to participants' trial-by-trial choices. Computational modeling indicated that under acute stress participants learned more slowly from positive prediction errors - when the outcomes were better than expected - consistent with stress-induced dopamine disruptions. Such mechanistic understanding of how acute stress impairs reward learning is particularly important given the pervasiveness of stress in our daily life and the impact that stress can have on our wellbeing and mental health.

Reinforcement learning, which implicates learning from the rewarding and punishing outcomes of our choices, is critical for adjusted behaviour. Acute stress seems to affect this ability but the neural mechanisms by which it disrupts this type of learning are still poorly understood. Here, we investigate whether and how acute stress blunts neural signalling of prediction errors during reinforcement learning using model-based functional magnetic resonance imaging. Male participants completed a well-established reinforcement learning task involving monetary gains and losses whilst under stress and control conditions. Acute stress impaired participants' behavioural performance towards obtaining monetary gains, but not towards avoiding losses. Importantly, acute stress blunted signalling of prediction errors during gain and loss trials in the dorsal striatum -- with subsidiary analyses suggesting that acute stress preferentially blunted signalling of positive prediction errors. Our results thus reveal a neurocomputational mechanism by which acute stress may impair reward learning.

Acute stress is pervasive in everyday modern life and is thought to affect how people make choices and learn from them. Reinforcement learning, which implicates learning from the unexpected rewarding and punishing outcomes of our choices (i.e., prediction errors), is critical for adjusted behaviour and seems to be affected by acute stress. However, the neural mechanisms by which acute stress disrupts this type of learning are still poorly understood. Here, we investigate whether and how acute stress blunts neural signalling of prediction errors during reinforcement learning using model-based functional magnetic resonance imaging. Male participants completed a well-established reinforcement-learning task involving monetary gains and losses whilst under stress and control conditions. Acute stress impaired participants’ (n = 23) behavioural performance towards obtaining monetary gains ( p < 0.001), but not towards avoiding losses ( p = 0.57). Importantly, acute stress blunted signalling of prediction errors during gain and loss trials in the dorsal striatum ( p = 0.040) — with subsidiary analyses suggesting that acute stress preferentially blunted signalling of positive prediction errors. Our results thus reveal a neurocomputational mechanism by which acute stress may impair reward learning.