Investigating a Dual-Process Account of Learning, Memory and Cognition.

研究学习、记忆和认知的双重过程。

基本信息

  • 批准号:
    2399616
  • 负责人:
  • 金额:
    --
  • 依托单位:
  • 依托单位国家:
    英国
  • 项目类别:
    Studentship
  • 财政年份:
    2020
  • 资助国家:
    英国
  • 起止时间:
    2020 至 无数据
  • 项目状态:
    已结题

项目摘要

his project seeks to answer the question of whether there is compelling evidence for an associative system in people, and in doing so resolve the larger ongoing theoretical debate of whether single process (entirely propositional, see Mitchell, De Houwer, & Lovibond, 2009) or dual-process accounts of learning and memory (see McLaren et al., 2014) are the better model for human cognition. This debate is not limited to learning, as dual-processes accounts have been used to explain many cognitive functions such as reasoning and decision making (Evans & Stanovich, 2013). An answer to this question would have real consequences. Lovibond (see 2018 reference for an example) has argued that clinical therapies should de-emphasise the behavioural component and focus instead on the more cognitive, "talking" part based on evidence casting doubt on the contribution made by associative processes to human mental life. Given this, the project has not only the potential to significantly contribute to the scientific literature, but to also help us apply our understanding of learning to mental health issues such as anxiety and phobias, as well as informing educational practice. My approach will be to use both an empirical and a computational modelling perspective to study phenomena such as peak shift in humans. Empirically, I will employ both behavioural and neuroscientific methods, such as electroencephalography (EEG) and transcranial direct current stimulation (tDCS). EEG can be used to examine the neural signatures that accompany any effect but is essentially correlational in nature. Neurostimulation using tDCS, however, will allow me to test whether each process (associative and propositional) can be independently modulated and enable me to infer the causal mechanisms responsible for any effect. These empirical techniques will be combined with computational modelling that will allow analysis of the specific processes and equations that govern learning, as well as how stimuli and objects are represented in the mind. This can be used to build upon existing associative (e.g., McLaren & Mackintosh, 2002) and cognitive (e.g., Lee, Hayes and Lovibond, 2018) models.An example of a study that would help distinguish between dual and single-process theories is one in which two dimensions are tested. In this study, both brightness (ranging from dark to bright, denoted by X) and colour (ranging from blue to green, denoted by Y) would constitute the two dimensions. Henceforth, the stimulus values will be represented as (X,Y) and range from dark blue (1,1) to light green (11,11), with a midpoint of medium bright blueish-green (6,6). Participants would initially be trained with two stimuli - 3,5 and 9,7 - that are associated with two categories, left and right, respectively. As these stimuli are obviously brighter and darker than one another, this will lead to induction of a rule governing the brightness dimension (3 and 9). They will then be trained with two more stimuli - 5,5 and 7,7 - which are the same colour as the initial training stimuli, but not as extreme in their brightness and darkness. This serves to further establish a rule on the brightness dimension and will also ensure sufficient associative strength has accumulated to the colour dimension. If participants are attending to the brightness dimension, as this was most clearly relevant during training, a dual-process account would predict rule based responding when tested on this dimension (where the stimulus colour remains constant). Furthermore, this account would also predict peak shift when participants are tested on the colour dimension. Participants would be interviewed after to ascertain if they were using any rules or noticed any relationships between the stimuli and categories. This experiment would also be computationally simulated, and the results would be compared with that of the model.
他的项目旨在回答是否有令人信服的证据证明人类的联想系统的问题,并在这样做的过程中解决了更大的正在进行的理论辩论,即学习和记忆的单一过程(完全是命题,见米切尔,德豪维尔和洛维邦德,2009年)或双过程帐户(见麦克拉伦等人,2014)是人类认知的更好模型。这场辩论不仅限于学习,因为双过程帐户已被用来解释许多认知功能,如推理和决策(埃文斯和斯坦诺维奇,2013)。这个问题的答案将产生真实的后果。Lovibond(参见2018年参考文献的例子)认为,临床治疗应该不强调行为成分,而是关注更多的认知,基于对联想过程对人类心理生活的贡献的怀疑的证据,“说话”部分。鉴于此,该项目不仅有可能为科学文献做出重大贡献,而且还可以帮助我们将对学习的理解应用于焦虑和恐惧症等心理健康问题,并为教育实践提供信息。我的方法将是使用经验和计算建模的角度来研究人类的峰移等现象。从经验上讲,我将采用行为和神经科学方法,如脑电图(EEG)和经颅直流电刺激(tDCS)。EEG可用于检查伴随任何效应的神经特征,但本质上是相关的。然而,使用tDCS的神经刺激将使我能够测试每个过程(联想和命题)是否可以独立调节,并使我能够推断出负责任何效果的因果机制。这些经验技术将与计算建模相结合,这将允许分析控制学习的特定过程和方程,以及刺激和对象在头脑中的表现方式。这可以用于建立在现有的关联(例如,McLaren & Macklett,2002年)和认知(例如,Lee,Hayes and Lovibond,2018)模型。一个有助于区分双过程理论和单过程理论的研究例子是测试两个维度的研究。在这项研究中,亮度(从暗到亮,用X表示)和颜色(从蓝色到绿色,用Y表示)将构成两个维度。因此,刺激值将表示为(X,Y),范围从深蓝色(1,1)到浅绿色绿色(1,1,1,1),中点为中等亮蓝-绿色(6,6)。参与者最初将接受两种刺激-3,5和9,7-分别与左和右两个类别相关。由于这些刺激明显比彼此更亮和更暗,这将导致归纳出控制亮度维度(3和9)的规则。然后,他们将接受另外两种刺激-5,5和7,7-的训练,这两种刺激的颜色与最初的训练刺激相同,但在亮度和黑暗度方面没有那么极端。这用于进一步建立关于亮度维度的规则,并且还将确保足够的关联强度已经累积到颜色维度。如果参与者关注亮度维度,因为这在训练期间是最明显相关的,那么当在这个维度上进行测试时,双过程帐户将预测基于规则的响应(其中刺激颜色保持不变)。此外,当参与者在颜色维度上进行测试时,该帐户还将预测峰值偏移。参与者将接受采访后,以确定他们是否使用任何规则或注意到刺激和类别之间的任何关系。这个实验也将进行计算机模拟,并将结果与模型的结果进行比较。

项目成果

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其他文献

吉治仁志 他: "トランスジェニックマウスによるTIMP-1の線維化促進機序"最新医学. 55. 1781-1787 (2000)
Hitoshi Yoshiji 等:“转基因小鼠中 TIMP-1 的促纤维化机制”现代医学 55. 1781-1787 (2000)。
  • DOI:
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    0
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LiDAR Implementations for Autonomous Vehicle Applications
  • DOI:
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    2021
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    0
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生命分子工学・海洋生命工学研究室
生物分子工程/海洋生物技术实验室
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吉治仁志 他: "イラスト医学&サイエンスシリーズ血管の分子医学"羊土社(渋谷正史編). 125 (2000)
Hitoshi Yoshiji 等人:“血管医学与科学系列分子医学图解”Yodosha(涉谷正志编辑)125(2000)。
  • DOI:
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Effect of manidipine hydrochloride,a calcium antagonist,on isoproterenol-induced left ventricular hypertrophy: "Yoshiyama,M.,Takeuchi,K.,Kim,S.,Hanatani,A.,Omura,T.,Toda,I.,Akioka,K.,Teragaki,M.,Iwao,H.and Yoshikawa,J." Jpn Circ J. 62(1). 47-52 (1998)
钙拮抗剂盐酸马尼地平对异丙肾上腺素引起的左心室肥厚的影响:“Yoshiyama,M.,Takeuchi,K.,Kim,S.,Hanatani,A.,Omura,T.,Toda,I.,Akioka,
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的其他文献

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{{ truncateString('', 18)}}的其他基金

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