Identification of an unconventional process of instrumental learning characteristically initiated with outcome devaluation-insensitivity and generalized action selection.
Identification of an unconventional process of instrumental learning characteristically initiated with outcome devaluation-insensitivity and generalized action selection.
复制标题
DOI：
10.1038/srep43307
复制
发表时间：
2017-02-27
影响因子：
4.6
通讯作者：
Toda S
中科院分区：
文献类型：
--
作者：
Iguchi Y;Lin Z;Nishikawa H;Minabe Y;Toda S
目标导向行动和习惯性反应之间的区别，特别是在中度或长期的食欲工具训练方面，有很好的记录;然而，在早期训练阶段的工具行为倾向尚未阐明。在这项研究中，我们训练Sprague道利大鼠按下杠杆以获得食物作为不同时间段的结果，并监测它们对结果贬值的敏感性变化以及它们在训练过的杠杆和不熟悉的杠杆之间的选择。在随机间隔时间表的广泛训练后，大鼠对结果贬值不敏感，并表现出典型的习惯样表型，如先前所报道的，未训练的抑郁症相对罕见且零星。在训练的初始阶段（≤1周），大鼠对贬值表现出类似的不敏感性;然而，与过度训练条件相反，它们对训练和未训练的杠杆都进行了独特的无偏按压。因此，我们提出了一种可能性，相反的真实概念，即工具性学习开始与结果贬值敏感的目标导向阶段，在某些条件下，这种学习可以非常规地开始开始与初始阶段，这是不同于目标导向的行动和习惯性反应。
The distinction between goal-directed action and habitual response, particularly with respect to moderate or extended appetitive instrumental training, is well documented; however, the propensity toward instrumental behavior in the early training stage has not been elucidated. In this study, we trained Sprague Dawley rats to press a lever to obtain food as an outcome for various time periods and monitored the changes in their sensitivity to outcome devaluation and choice between the levers they had been trained with and unfamiliar levers. After the extensive training with a random interval schedule, the rats were insensitive to outcome devaluation, and exhibited a typical habit-like phenotype, as previously reported, and the untrained leverpresses were relatively rare and sporadic. During the initial stage of training (≤1 week), the rats exhibited a similar insensitivity to the devaluation; however, in contrast to the overtrained condition, they performed distinctive unbiased leverpresses on both the trained and untrained levers. Thus, we propose a possibility that, contrary to the authentic concept that instrumental learning is initiated with an outcome devaluation-sensitive goal-directed stage, under some conditions, this learning can unconventionally begin with the initial stage that is distinct from both goal-directed action and habitual response.