Dissociation between striatal regions while learning to categorize via feedback and via observation
Dissociation between striatal regions while learning to categorize via feedback and via observation
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DOI：
10.1162/jocn.2007.19.2.249
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发表时间：
2007-02-01
影响因子：
3.2
通讯作者：
Seger, Carol A.
中科院分区：
文献类型：
--
作者：
Cincotta, Corinna M.;Seger, Carol A.
来自基底神经节紊乱的功能成像和神经心理学研究的证据表明，纹状体参与了视觉刺激的反馈分类学习。然而，目前尚不清楚哪些涉及分类的认知过程是纹状体与反馈加工和刺激-类别关联的获得有关。我们通过比较反馈学习和信息整合任务的观察学习来检验学习过程中反馈对纹状体补充的影响。在反馈任务中，参与者被展示了一个刺激，做出了按键反应，然后收到了关于他们是否做出了正确反应的反馈。在观察任务中，被试在刺激出现之前被给予类别标签，然后按下按钮表示正确的类别归属。兴趣区域分析用于检查纹状体的三个区域的活动：尾状体的头部，尾状体的身体和尾部，以及壳核。反馈的存在调节了左尾状脑的活动：反馈学习时激活变化的幅度比观察学习时更大。相比之下，在反馈学习和观察学习中，双侧尾状体和尾核以及壳核的活跃程度相似。这种结果模式支持纹状体区域之间的功能分离，例如尾状体的头部参与反馈处理，而尾状体的身体和尾部以及壳核参与学习刺激类别的关联。海马在反馈学习和观察学习中都是双侧活跃的，表明纹状体在信息整合类别学习中可能平行参与。
Convergent evidence from functional imaging and from neuropsychological studies of basal ganglia disorders indicates that the striatum is involved in learning to categorize visual stimuli with feedback. However, it is unclear which cognitive process of processes involved in categorization is or are responsible for striatum have been linked to feedback processing and to aquisition of stimulus-category associations. We examined the effect of the presence of feedback during learning on striatal recruitment by comparing feedback learning with observational learning of an information integration task. In the feedback task, participants were shown a stimulus, made a button press response, and then recieved feedback as to whether they had made the correct response. In the observational task, participants were given the category label before the stimulus appeared and then made a button press indicating the correct category membership. A region-of-interest analysis was used to examine activity in three regions of the striatum: the head of the caudate, body and tail of the caudate, and the putamen. Activity in the left head of the caudate was modulated by the presence of feedback: The magnitude of activation change was greater during feedback learning than during observational learning. In contrast, the bilateral body and tail of the caudate and the putamen were active to a similar degree in both feedback and observational learning. This pattern of results supports a functional dissociation between regions of the striatum, such that the head of the caudate is involved in feedback processing, whereas the body and tail of the caudate and the putamen are involved in learning stimulus-category associations. The hippocampus was active bilaterally during both feedback and observational learning, indicating potential parallel involvement with the striatum in information integration category learning.