Frontostriatal mechanisms in instruction-based learning as a hallmark of flexible goal-directed behavior.
Frontostriatal mechanisms in instruction-based learning as a hallmark of flexible goal-directed behavior.
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DOI：
10.3389/fpsyg.2012.00192
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发表时间：
2012
影响因子：
3.8
通讯作者：
Ruge H
中科院分区：
文献类型：
--
作者：
Wolfensteller U;Ruge H
本综述旨在提供一个灵活的神经科学的观点（这里：几乎瞬间）采用新的目标导向行为。总体目标是概述用于检查基于教学的学习的新兴框架，以及如何将其与更成熟的工具性学习和目标导向行动的研究方法联系起来。在动物和人类的研究中，我们特别关注额叶和纹状体脑区域的贡献，但重点放在人类神经影像学研究上。在第一节中，我们回顾并整合了一些先前的研究，这些研究适合于概括描述目标导向行为的神经基础，而不是更多基于刺激（即习惯）的行为。在此基础上，第二部分更直接地关注快速执行新行为规则的灵活性，这是目标导向行动的标志，特别强调指示规则。从本质上讲，目前的神经科学证据表明，前额叶皮层和联想纹状体能够选择性地、短暂地编码当前在指令学习和试错学习中刺激、动作和这些动作的影响之间的相关关系。反过来，运动前皮层似乎在刺激和动作或刺激、动作和效果（但不是激励值）之间形成了更持久的联系，从而代表了可用的动作可能性。总之，本综述的中心信息是，以教学为基础的学习应被理解为目标导向行动的一个主要例子，需要在更普遍的层面上与目标导向行动的基本机制进行更密切的交叉。
The present review intends to provide a neuroscientific perspective on the flexible (here: almost instantaneous) adoption of novel goal-directed behaviors. The overarching goal is to sketch the emerging framework for examining instruction-based learning and how this can be related to more established research approaches to instrumental learning and goal-directed action. We particularly focus on the contribution of frontal and striatal brain regions drawing on studies in both, animals and humans, but with an emphasize put on human neuroimaging studies. In section one, we review and integrate a selection of previous studies that are suited to generally delineate the neural underpinnings of goal-directed action as opposed to more stimulus-based (i.e., habitual) action. Building on that the second section focuses more directly on the flexibility to rapidly implement novel behavioral rules as a hallmark of goal-directed action with a special emphasis on instructed rules. In essence, the current neuroscientific evidence suggests that the prefrontal cortex and associative striatum are able to selectively and transiently code the currently relevant relationship between stimuli, actions, and the effects of these actions in both, instruction-based learning as well as in trial-and-error learning. The premotor cortex in turn seems to form more durable associations between stimuli and actions or stimuli, actions and effects (but not incentive values) thus representing the available action possibilities. Together, the central message of the present review is that instruction-based learning should be understood as a prime example of goal-directed action, necessitating a closer interlacing with basic mechanisms of goal-directed action on a more general level.
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DOI：
10.1523/jneurosci.1639-09.2009
发表时间：
2009-09-09
期刊：
The Journal of neuroscience : the official journal of the Society for Neuroscience
影响因子：
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DOI：
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发表时间：
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影响因子：
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作者：
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通讯作者：
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影响因子：
16.2
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发表时间：
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期刊：
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影响因子：
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作者：
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影响因子：
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