NEURAL CORRELATES OF EMOTIONAL LEARNING AND BEHAVIOR

情绪学习和行为的神经关联

• 批准号: 6487684
• 负责人: C. DANIEL SALZMAN
• 金额: $ 12.01万
• 依托单位: COLUMBIA UNIVERSITY HEALTH SCIENCES
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-05-10 至 2005-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6487684
• 关键词: Macaca mulatta; amygdala; association learning; behavior test; behavioral /social science research tag; discrimination learning; emotions; limbic system; neural information processing; neurophysiology; psychological reinforcement; psychophysiology; visual stimulus

Dysfunction in neural circuits within the limbic system has been implicated in the pathophysiology of many psychiatric diseases, such as mood disorders, anxiety disorders, and schizophrenia. Indeed, psychiatric illness is frequently in part characterized by patients' having abnormal emotional, or affective, responses to sensory stimuli, events, and memories. The primary goal of this research program is to study the manner in which sensory stimuli are endowed with affective significance to produce emotional behavior. Within the limbic system, the amygdala appears to play a prominent role in mediating emotional responses to sensory stimuli. The specific aim of this proposal investigates amygdala neural responses to visual stimuli that have acquired affective significance through Pavlovian conditioning in monkeys performing an emotional learning behavioral paradigm. In addition , psychophysiological recordings will be obtained during task measurements of psychophysiological parameters. In this manner, neural correlates of emotional learning and behavior will be sought. The second specific aim of this proposal involves recording the activity of neurons in area TE of inferotemporal cortex while monkeys perform the same emotional learning paradigm. Again, psychophysiological recordings will be obtained simultaneous to the neurophysiological recordings. Area TE is the primary source of unimodal visual inputs to the amygdala, and the amygdala sends back projects to TE. Previous studies in TE have suggested that it is involved in representing and remembering visual objects. A fundamental question in visual neurosciences to what extent affective value is inextricably linked to the basic representation of visual objects in the cortex. These experiments will address this question by determining the extent of affective signals present in TE. Ultimately, the experiments will address this question by determining the extent of affective signals present in TE. Ultimately, the approach taken in this project may provide the opportunity to improve understanding of psychiatric treatments by investigating how pharmacological interventions influence neural responses and emotional behavior in the alert monkey. The long-term career goal of the investigator is to establish a research program investigating the neural basis of emotions and emotional behavior. Stanford University and the laboratory of Dr. William Newsome, combined with the co-mentorship of Dr. Joseph LeDoux at New York University, provide a rich intellectual environment for the candidate to develop into an independent investigator. Participation in seminar, journal clubs, courses, scientific presentation sessions, and informal discussions with a large variety of faculty and trainees will form the basis of an intensive training program

边缘系统内神经回路的功能障碍与许多精神疾病的病理生物学有关，例如情绪障碍，焦虑症和精神分裂症。实际上，精神疾病通常是患者对感觉刺激，事件和记忆的情绪异常或情感反应的部分特征。该研究计划的主要目标是研究感觉刺激具有情感行为的情感意义的方式。在边缘系统中，杏仁核似乎在介导对感觉刺激的情绪反应中起着重要作用。该提案的具体目的调查了杏仁核神经对视觉刺激的反应，这些反应通过猴子的猴子调节获得了情感学习行为范式，从而获得了情感意义。此外，在心理生理参数的任务测量过程中将获得心理生理记录。以这种方式，将寻求情感学习和行为的神经相关性。该提案的第二个具体目的是记录在颞下皮皮质区域中神经元的活性，而猴子则执行相同的情感学习范式。同样，将与神经生理记录同时获得心理生理记录。 TE面积是杏仁核的单峰视觉输入的主要来源，杏仁核将项目寄回了TE。 TE的先前研究表明，它参与了表示和记忆视觉对象的参与。视觉神经科学中的一个基本问题在多大程度上与皮质中视觉对象的基本表示无关。这些实验将通过确定TE中存在的情感信号的程度来解决这个问题。最终，实验将通过确定TE中存在的情感信号的程度来解决这个问题。最终，该项目中采用的方法可以通过调查药理干预如何影响警报猴子中的神经反应和情感行为来增强对精神疗法的理解。研究人员的长期职业目标是建立一个研究计划，研究情绪和情感行为的神经基础。斯坦福大学和William Newsome博士的实验室，再加上纽约大学约瑟夫·莱杜克斯（Joseph Ledoux）博士的委托书，为候选人提供了丰富的知识环境，使候选人成为一名独立的调查员。参加研讨会，期刊俱乐部，课程，科学演讲会议以及与各种各样的教职员工的非正式讨论，将构成强化培训计划的基础