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?

工具性学习可以通过目标导向和习惯性过程来控制。最近的研究表明，急性压力可能会导致从目标导向的习惯过程的转变。虽然这种压力后的转变也与临床环境高度相关，但这种转变何时发生仍然完全未知。此外，目前有一个争议，是否有一个训练依赖的转变，从目标导向的习惯学习，无论压力，在人类或没有。为了解决这些悬而未决的问题，本项目将采用一种新的方法：基于目标导向学习和习惯学习在由响应产生的结果是否被编码方面的定义不同的想法，该项目将把多变量解码分析与脑电图（EEG）结合起来，评估在呈现歧视性刺激和在整个扩展学习会话的反应过程中的动作结果的心理表征。这种方法将首次允许对目标导向和习惯性学习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，健康参与者在执行工具性学习任务之前将经历标准化的压力或控制程序-同时记录EEG-在此期间呈现刺激（S）-反应（R）-结果（O）序列，从而实现目标导向（S-R-O）和习惯（S-R）学习。除了特定的EEG测量外，我们还将包括特定的试验，其中一个结果被贬低，这允许在行为水平上分离目标导向和习惯过程以及眼动追踪。据推测，有一个转变，从目标导向的习惯过程，增加培训，这种转变是反映在减少（神经）表示的行动结果。压力被认为是促进这种转变，从而导致减少的结果表示，与控制条件相比，特别是在适度的培训。总之，这个项目将提供新的见解人类行为的基本方面：（什么时候）人类的反应变得独立于其结果，以及压力如何影响学习过程中工具性行为控制的动态？