Mini-review: Prediction errors, attention and associative learning.
Mini-review: Prediction errors, attention and associative learning.
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DOI：
10.1016/j.nlm.2016.02.014
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发表时间：
2016-05
影响因子：
2.7
通讯作者：
Schiffino FL
中科院分区：
文献类型：
--
作者：
Holland PC;Schiffino FL
大多数现代联想学习理论都强调预测误差（PE，接收事件和预期事件之间的差异）的关键作用。以模型为例的一类理论断言，PE决定了刺激或无条件刺激（US）的有效性：令人惊讶的刺激比预期的刺激更有效。第二类，代表的模型，认为PE决定了条件刺激（CSs）的可关联性，他们可能进入新的学习的速度：令人惊讶的交付或省略的一个提示增强后续处理的CSs时，PE被诱导。在这篇小型综述中，我们描述了证据，主要来自我们的实验室，PE诱导的变化的关联性的CS和US，和大脑系统参与编码，存储和检索这些改变的关联性值。这一证据有利于对PE如何影响事件处理的行为模型进行一些修改，并表明动物对PE的反应涉及广泛的大脑系统。
Most modern theories of associative learning emphasize a critical role for prediction error (PE, the difference between received and expected events). One class of theories, exemplified by the model, asserts that PE determines the effectiveness of the reinforcer or unconditioned stimulus (US): surprising reinforcers are more effective than expected ones. A second class, represented by the model, argues that PE determines the associability of conditioned stimuli (CSs), the rate at which they may enter into new learning: the surprising delivery or omission of a reinforcer enhances subsequent processing of the CSs that were present when PE was induced. In this mini-review we describe evidence, mostly from our laboratory, for PE-induced changes in the associability of both CSs and USs, and the brain systems involved in the coding, storage and retrieval of these altered associability values. This evidence favors a number of modifications to behavioral models of how PE influences event processing, and suggests the involvement of widespread brain systems in animals’ responses to PE.