Learning and the development of contexts for action.
Learning and the development of contexts for action.
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DOI：
10.3389/fnhum.2011.00159
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发表时间：
2011
影响因子：
2.9
通讯作者：
Tucker DM
中科院分区：
文献类型：
--
作者：
Luu P;Jiang Z;Poulsen C;Mattson C;Smith A;Tucker DM
来自动物研究的神经生理学证据表明，额叶皮质边缘系统支持学习的早期阶段，而后期阶段涉及海马和后扣带皮层形成的上下文表征。在对人类学习的密集阵列脑电图研究中，我们观察到内侧前额叶皮层的大脑活动（内侧额叶负波或MFN）不仅在早期阶段观察到，而且令人惊讶的是，随着学习的进展，这种活动会继续增加。在本研究中，我们调查了这一发现，通过检查最惠国待遇的幅度，参与者学会了一个任意的联想学习任务，在三个会议。在第四届会议上提出了相同的任务与新的刺激，以评估最惠国待遇的幅度的变化。结果表明，在前三次训练中，MFN的振幅随着练习的进行而持续增加，而P3的振幅则相反。即使当参与者在第4次会议上提出了新的刺激，最惠国待遇的幅度大于在第一次会议上观察到的。此外，第三届会议的最惠国活动预测了第四届会议的学习率。研究结果表明，早期和晚期阶段之间的相互作用，学习的结果在皮质边缘巩固的认知环境模型，促进新的学习在类似的情况下。
Neurophysiological evidence from animal studies suggests that frontal corticolimbic systems support early stages of learning, whereas later stages involve context representation formed in hippocampus and posterior cingulate cortex. In dense-array EEG studies of human learning, we observed brain activity in medial prefrontal cortex (the medial frontal negativity or MFN) was not only observed in early stages, but, surprisingly, continued to increase as learning progressed. In the present study we investigated this finding by examining MFN amplitude as participants learned an arbitrary associative learning task over three sessions. On the fourth session the same task with new stimuli was presented to assess changes in MFN amplitude. The results showed that MFN amplitude continued to increase with practice over the first three sessions, in contrast to P3 amplitudes. Even when participants were presented with new stimuli in session 4, MFN amplitude was larger than that observed in the first session. Furthermore, MFN activity from the third session predicted learning rate in the fourth session. The results point to an interaction between early and late stages in which learning results in corticolimbic consolidation of cognitive context models that facilitate new learning in similar contexts.
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