Habitual behavior after stress: alterations in outcome representations?

压力后的习惯行为：结果表征的改变？

• 批准号: 434153598
• 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: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/434153598?language=en
• 关键词: Habitual; behavior; after; stress; alterations

Instrumental learning can be controlled by a goal-directed and by a habitual process. Recent findings show that acute stress may induce a shift from goal-directed to habitual processes. Although this shift after stress is also highly relevant for clinical settings, it is still completely unknown when this shift occurs. Moreover, there is currently a controversy about whether there is a training-dependent shift from goal-directed to habit learning, irrespective of stress, in humans or not. To address these open questions, the present project will employ a novel approach: based on the idea that goal-directed and habit learning differ per definition in whether the outcome that is engendered by a response is encoded or not, the project will combine multivariate decoding analyses with electroencephalography (EEG) to assess the mental representation of action outcomes during the presentation of discriminative stimuli and during responding across an extended learning session. This approach will allow for the first time a fine-grained analysis of the dynamics of goal-directed and habitual processes across learning. In order to assess the impact of stress on these dynamics, healthy participants will undergo a standardized stress or control procedure before they perform an instrumental learning task - while EEG is recorded - during which stimulus(S)-response(R)-outcome(O) sequences are presented, thus enabling both goal-directed (S-R-O) and habit (S-R) learning. In addition to specific EEG-measures, we will include specific trials in which one outcome is devalued which allows a separation of goal-directed and habit processes at the behavioral level as well as eyetracking. It is hypothesized that there is a shift from goal-directed to habit processes with increased training and that this shift is reflected in a decrease of the (neural) representation of action outcomes. Stress is assumed to facilitate this shift, thus leading to reduced outcome representations, compared to the control condition, in particular after moderate training. In sum, this project will provide novel insights into fundamental aspects of human behavior: (when) does human responding become independent of its outcomes and how does stress affect the dynamics in the control of instrumental behavior across learning?

器乐学习可以通过目标定向和惯常过程来控制。最近的发现表明，急性压力可能会导致从目标定向到习惯过程的转变。尽管在压力之后的这种转变也与临床环境高度相关，但何时发生这种转变仍然是完全未知的。此外，目前存在一个争议，即是否存在培训依赖性的转变，从目标指导到习惯学习，无论在人类中是否压力如何。为了解决这些悬而未决的问题，本项目将采用一种新颖的方法：基于以下定义的思想，习惯学习和习惯学习在反应中是否构成了编码，该项目是否是编码的，该项目将将多元解码分析与电磁术（EEG）（EEG）相结合，以评估在促进启示过程中的精神表现，以评估各种态度的动作表现。这种方法将首次允许对整个学习目标定向和习惯过程的动态进行细粒度分析。为了评估压力对这些动力学的影响，健康参与者将在执行器乐学习任务之前接受标准化的压力或控制程序 - 在记录EEG时 - 在此期间刺激（S） - 反应（R） - OUT（O） - OUT（O）序列（O）序列呈现，从而实现了目标指导（S-R-O-O）和习惯（S-R-O）和习惯（S-R）和习惯（S-R）。除了特定的脑电图测量外，我们还将包括一个特定的试验，其中一个结果被贬值，该试验允许在行为水平和眼影上分离目标定向和习惯过程。假设从目标导向培训的习惯过程发生了转变，并且这种转变反映在降低（神经）动作结果的（神经）。假定压力可以促进这一转变，因此与对照条件相比，特别是在中度训练后，导致结果降低。总而言之，该项目将为人类行为的基本方面提供新颖的见解：（何时）人类反应会独立于其结果，压力如何影响整个学习过程中仪器行为的动态？