Neural mechanisms for learning actions in context
Neural mechanisms for learning actions in context
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DOI：
10.1016/j.brainres.2007.03.092
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发表时间：
2007-11-07
期刊：
影响因子：
2.9
通讯作者：
Stripling, Roy
中科院分区：
文献类型：
--
作者：
Luu, Phan;Tucker, Don M.;Stripling, Roy
从需要努力注意的动作到自动练习的动作的转变反映了学习的进展。全自动化标志着专家的表现。对从新手到熟练操作的大脑活动变化的研究与这种行为特征一致，表明高度练习的技能通常比练习前需要更少的大脑激活。此外，随着练习的进行，大脑活动的减少在额叶网络调节的一般或执行控制过程中最为明显。与人类认知神经科学的这些发现一致，动物神经生理学证据表明，两种初级学习系统支持技能获得的不同阶段。一个系统支持快速和有重点地获得与威胁和违反预期有关的新技能。另一种是逐步更新环境背景的配置模型的过程。我们收集了参与者执行任意联想(“代码学习”)任务时的密集阵列脑电图。我们预测，随着受试者获得采取适当行动所需的知识，前额叶活动将减少，而后脑皮质活动将增加。这两种预测都得到了证实。此外，我们发现学习导致额叶内侧的活动意外增加(额叶内侧负波或MFN)。虽然这些发现是初步的，但这些发现表明，动物神经生理学研究中的特定学习机制可能会为理解人类学习和执行认知控制的神经基础提供信息。(C)2007年，爱思唯尔出版。
The transition from actions that require effortful attention to those that are exercised automatically reflects the progression of learning. Full automaticity marks the performance of the expert. Research on changes in brain activity from novice to skilled performance has been consistent with this behavioral characterization, showing that a highly practiced skill often requires less brain activation than before practice. Moreover, the decrease in brain activity with practice is most pronounced in the general or executive control processes mediated by frontal lobe networks. Consistent with these human cognitive neuroscience findings, animal neurophysiological evidence suggests that two elementary learning systems support different stages of skill acquisition. One system supports rapid and focused acquisition of new skills in relation to threats and violations of expectancies. The other involves a gradual process of updating a configural model of the environmental context. We collected dense array electroencephalography as participants performed an arbitrary associative ("code learning") task. We predicted that frontal lobe activity would decrease, whereas posterior cortical activity would increase, as the person gains the knowledge required for appropriate action. Both predictions were confirmed. In addition, we found that learning resulted in an unexpected increase in activity in the medial frontal lobe (the medial frontal negativity or MFN). Although preliminary, these findings suggest that the specific mechanisms of learning in animal neurophysiology studies may prove informative for understanding the neural basis of human learning and executive cognitive control. (c) 2007 Published by Elsevier B.V.