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Stress-induced shift from declarative to procedural learning; interindividual differences and neuronal mechanisms

压力引起的从陈述性学习到程序性学习的转变；

基本信息

批准号：
262098807
负责人：
Professor Dr. Lars Schwabe
金额：
--
依托单位：
Arbeitsbereich Kognitionspsychologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2014
资助国家：
德国
起止时间：
2013-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/262098807?language=en
关键词：
Stress induced shift declarative procedural

项目摘要

Stressful experiences affect not only the quantitative performance of a single memory system, but also the relative contributions of multiple, anatomically and functionally distinct systems to learning and memory. In particular, recent evidence shows that stress promotes in dual-solution tasks a shift from declarative, goal-directed memory processes to procedural, habitual memory processes. However, not all individuals show this shift from declarative to procedural learning after stress and the question is which factors are responsible for these interindividual differences. This question is of particular interest because the shift from declarative to procedural memory has been suggested to play a part in stress-related psychiatric disorders. In the present study, magnetic resonance imaging will be combined with behavioral genetics, cognitive and differential psychological approaches to identify influences contributing to the interindividual differences in the effects of stress on the use of multiple memory systems and to examine the brain processes involved in these influences. Here, the focus will be on ADRA2B, the gene encoding the alpha2-adrenergic receptor. It is expected that a common variant of this gene may, mediated by increased amygdala activity, augment the shift towards more procedural learning after stress. Beyond their relevance for basic science, the results of the present project may also have some important clinical implications.

应激体验不仅影响单个记忆系统的定量表现，而且影响多个解剖学和功能上不同的系统对学习和记忆的相对贡献。特别是，最近的证据表明，压力促进双重解决方案的任务，从陈述性的，目标导向的记忆过程的程序，习惯性的记忆过程的转变。然而，并不是所有的人都表现出这种从陈述性学习到程序性学习的转变，问题是哪些因素导致了这些个体间的差异。这个问题特别有趣，因为从陈述性记忆到程序性记忆的转变被认为在与压力相关的精神疾病中发挥了作用。在本研究中，磁共振成像将与行为遗传学、认知和差异心理学方法相结合，以确定压力对多个记忆系统使用的影响中导致个体间差异的影响，并检查参与这些影响的大脑过程。在这里，重点将是ADRA 2B，编码α 2-肾上腺素能受体的基因。预计该基因的一种常见变体可能会在杏仁核活动增加的介导下，增强压力后向更多程序性学习的转变。除了与基础科学的相关性外，本项目的结果也可能具有一些重要的临床意义。