Declarative Learning Mechanisms Support Declarative but Not Probabilistic Feedback-Based Learning in Children with Developmental Language Disorder (DLD).
Declarative Learning Mechanisms Support Declarative but Not Probabilistic Feedback-Based Learning in Children with Developmental Language Disorder (DLD).
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DOI：
10.3390/brainsci13121649
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发表时间：
2023-11-28
期刊：
影响因子：
3.3
通讯作者：
中科院分区：
文献类型：
--
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对患有发育性语言障碍（DLD；n = 14）的 8-12 岁学龄儿童和具有典型发育的年龄匹配儿童（TD；n = 15）评估基于陈述性和概率反馈的学习。孩子们执行视觉二选一单词学习任务和视觉概率分类任务，同时从头皮无创地记录他们的脑电图（EEG）。收集并比较两组之间的准确性和对反馈的反应的行为测量，以及对反馈的电生理反应。虽然行为数据表明 DLD 儿童在两种学习范式中的表现均较差，并且对积极和消极反馈的反应模式相似，但电生理数据强调了 DLD 组中因任务而异的处理模式。更具体地说，在这一组中，陈述性学习背景下的反馈处理（已知由内侧颞叶（MTL）主导）与增强的 N170 相关，N170 是一种与 MTL 激活相关的事件相关脑电位（ERP）。发现 N170 幅度与 DLD 组的陈述性任务表现相关。在概率学习过程中，已知受基于纹状体的学习系统、反馈相关负性（FRN）ERP的控制，它是皮质纹状体回路主导反馈处理的产物。在概率学习的背景下，N170 的增强与 TD 组的学习较差相关，这表明概率学习期间 MTL 的激活会扰乱学习。这些结果在所提出的反馈均等假设的背景下进行解释，该假设表明，在患有 DLD 的儿童中，主导学习的系统（即陈述性学习期间的 MTL 和概率学习期间的纹状体）主导并支持反馈处理。
Declarative and probabilistic feedback-based learning was evaluated in 8–12-year-old school-age children with developmental language disorder (DLD; n = 14) and age-matched children with typical development (TD; n = 15). Children performed a visual two-choice word-learning task and a visual probabilistic classification task while their electroencephalogram (EEG) was recorded non-invasively from the scalp. Behavioral measures of accuracy and response to feedback, and electrophysiological responses to feedback were collected and compared between the two groups. While behavioral data indicated poorer performance by children with DLD in both learning paradigms, and similar response patterns to positive and negative feedback, electrophysiological data highlighted processing patterns in the DLD group that differed by task. More specifically, in this group, feedback processing in the context of declarative learning, which is known to be dominated by the medial temporal lobe (MTL), was associated with enhanced N170, an event-related brain potential (ERP) associated with MTL activation. The N170 amplitude was found to be correlated with declarative task performance in the DLD group. During probabilistic learning, known to be governed by the striatal-based learning system, the feedback-related negativity (FRN) ERP, which is the product of the cortico-striatal circuit dominated feedback processing. Within the context of probabilistic learning, enhanced N170 was associated with poor learning in the TD group, suggesting that MTL activation during probabilistic learning disrupts learning. These results are interpreted within the context of a proposed feedback parity hypothesis suggesting that in children with DLD, the system that dominates learning (i.e., MTL during declarative learning and the striatum during probabilistic learning) dominates and supports feedback processing.
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