Stress affects the neural ensemble for integrating new information and prior knowledge
Stress affects the neural ensemble for integrating new information and prior knowledge
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DOI：
10.1016/j.neuroimage.2018.02.038
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发表时间：
2018-06
期刊：
影响因子：
5.7
通讯作者：
S. Vogel;L. M. Kluen;G. Fernández;L. Schwabe
中科院分区：
文献类型：
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作者：
S. Vogel;L. M. Kluen;G. Fernández;L. Schwabe
先前的知识，表现为一个模式，促进记忆编码。这种与图式相关的学习被认为依赖于内侧前额叶皮层（mPFC），该皮层将新信息快速整合到图式中，而图式不一致或新信息则由海马编码。压力是前额叶和海马功能的一个强有力的调制器，第一次研究表明，压力引起的图式相关学习的缺陷。然而，其潜在的神经机制目前尚不清楚。为了研究压力诱导的图式相关学习障碍的神经基础，参与者首先获得了一个图式。一天后，他们接受了压力诱导或控制程序，然后在MRI扫描仪中学习与图式相关的新信息。与先前的研究一致，与新信息相比，学习图式相关的信息激活了mPFC、角回和楔前叶。然而，压力会影响学习过程中激活的神经元。对照组区分相关和新信息的大脑区域，而压力个体即使在相关图式存在时也会使用海马体。此外，有压力的参与者在编码新信息时，在涉及图式处理的大脑区域之间显示出异常的功能连接。未能隔离功能连接模式取决于存在的先验知识与受损的性能后的压力。我们的研究结果表明，压力会影响神经集成的有效使用模式在学习过程中。这些发现可能对临床和教育环境产生相关影响。
Prior knowledge, represented as a schema, facilitates memory encoding. This schema-related learning is assumed to rely on the medial prefrontal cortex (mPFC) that rapidly integrates new information into the schema, whereas schema-incongruent or novel information is encoded by the hippocampus. Stress is a powerful modulator of prefrontal and hippocampal functioning and first studies suggest a stress-induced deficit of schema-related learning. However, the underlying neural mechanism is currently unknown. To investigate the neural basis of a stress-induced schema-related learning impairment, participants first acquired a schema. One day later, they underwent a stress induction or a control procedure before learning schema-related and novel information in the MRI scanner. In line with previous studies, learning schema-related compared to novel information activated the mPFC, angular gyrus, and precuneus. Stress, however, affected the neural ensemble activated during learning. Whereas the control group distinguished between sets of brain regions for related and novel information, stressed individuals engaged the hippocampus even when a relevant schema was present. Additionally, stressed participants displayed aberrant functional connectivity between brain regions involved in schema processing when encoding novel information. The failure to segregate functional connectivity patterns depending on the presence of prior knowledge was linked to impaired performance after stress. Our results show that stress affects the neural ensemble underlying the efficient use of schemas during learning. These findings may have relevant implications for clinical and educational settings.