Experience-dependent plasticity of conceptual representations in human sensory-motor areas
Experience-dependent plasticity of conceptual representations in human sensory-motor areas
复制标题
DOI：
10.1162/jocn.2007.19.3.525
复制
发表时间：
2007-03-01
影响因子：
3.2
通讯作者：
Tanaka, James
中科院分区：
文献类型：
--
作者：
Kiefer, Markus;Sim, Eun-Jin;Tanaka, James
概念由与不同的感觉和运动模态相关的特征组成，如视觉、声音和动作。概念特征是否在感觉-运动区表征，反映了习得过程中的特定学习经验，这是一个有争议的问题。为了解决这个问题，我们评估了可塑性的概念表征的训练人类参与者与新的对象在不同的训练条件下。这些对象被分配到类别中，对于一类类别，整体形状是类别成员的诊断，而对于另一类，提供特定动作的细节特征是诊断。在训练过程中，参与者被要求要么作出一个动作哑剧走向的细节特征的小说object. In一个分类任务在test. In，我们评估了获得的概念表征的神经相关测量脑电活动。在这里，我们表明，相同的对象是不同的处理取决于在知识获取过程中的感觉运动的相互作用。只有在哑剧组中，我们发现额叶运动区的早期激活和枕顶叶视觉运动区的后期激活。在指向训练组中，这些效果不存在。这些结果表明，行动信息有助于概念加工取决于具体的学习经验。根据概念记忆的模式特异性理论，我们的研究表明，概念表征是通过感觉运动区细胞集合的学习形成而建立的。
Concepts are composed of features related to different sensory, and motor modalities such as vision, sound, and action. It is a matter of controversy whether conceptual features are represented in sensory-motor areas reflecting the specific learning experience during acquisition. In order to address this issue, we assessed the plasticity of conceptual representations by training human participants with novel objects under different training conditions. These objects were assigned to categories such that for one class of categories, the overall shape was diagnostic for category membership, whereas for the other class, a detail feature affording a particular action was diagnostic. During training, participants were asked to either make an action pantomime toward the detail feature of the novel object or point to it. In a categorization task at test, we assessed the neural correlates of the acquired conceptual representations by measuring electrical brain activity. Here, we show that the same object is differentially processed depending on the sensory-motor interactions during knowledge acquisition. Only in the pantomime group did we find early activation in frontal motor regions and later activation in occipito-parietal visual-motor regions. In the pointing training group, these effects were absent. These results show that action information contributes to conceptual processing depending on the specific learning experience. In line with modality-specific theories of conceptual memory, our study suggests that conceptual representations are established by the learning-based formation of cell assemblies in sensory-motor areas.