Human Neuroscience Hypothesis and Theory Article What Learning Theories Can Teach Us in Designing Neurofeedback Treatments
Human Neuroscience Hypothesis and Theory Article What Learning Theories Can Teach Us in Designing Neurofeedback Treatments
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人类神经科学假设和理论文章学习理论在设计神经反馈治疗时可以教我们什么
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Goldsmiths
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作者：
U. Strehl;Tomas Ros;John H. Gruzelier;Goldsmiths
神经反馈的流行定义指出，神经反馈是导致大脑活动自我调节的操作性调节过程。大脑活动的自我调节被认为是一种技能。本文的目的是澄清，不仅操作性条件反射在这项技能的习得中发挥作用。为了设计学习过程，必须从经典条件反射、双过程理论，特别是技能学习和动机方面的研究中获得额外的参考。本文将分析通过试错学习、行为提示、反馈、强化和结果了解以及将自我调节技能转移到日常生活中的影响。除了这些学习理论基础知识之外，本文还试图总结神经反馈研究中获得自我调节的知识，主要侧重于临床人群。作为结论，假设学习自我调节必须在心理治疗（即行为治疗框架）中提供。
Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.