Functioning Imaging of Emergent Learning

突发学习的功能成像

• 批准号: 6967110
• 负责人: MICHAEL W. SCHLUND
• 金额: $ 8.05万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6967110
• 关键词: behavior test; behavioral /social science research tag; bioimaging /biomedical imaging; brain imaging /visualization /scanning; clinical research; comprehension; concept; corpus striatum; data collection methodology /evaluation; decision making; developmental disease /disorder; frontal lobe /cortex; functional ability; functional magnetic resonance imaging; human subject; psychological reinforcement; semantics; statistics /biometry; verbal conditioning; verbal learning

DESCRIPTION (provided by applicant): One (1) defining characteristic of learning deficits associated with developmental disabilities is difficulty learning conditional or semantic relations among stimuli that do not share common physical features. One (1) such example is learning that the word "TWO" and the number "2" are semantically related or that "TWO" "2" and "OO" (2 circles) may be members of the same concept. The present R03 small grant proposal is designed to reveal the functional neuroanatomy of a process known as stimulus equivalence. Stimulus equivalence (SE) is a process by which reinforcement contingencies are manipulated during direct training to establish a set of learned conditional/semantic relations among stimuli, for example, learning the conditional relation if stimulus A, select stimulus B (A:B), and a second conditional relation, B:C. During subsequent testing, several new relations have been found to "emerge" without direct training. These SE relations are termed: symmetry (B:A), transitivity (A:C), and equivalence (C:A). To broaden our understanding of the neuroanatomy of conditional/semantic learning deficits in developmental disabilities, we investigated SE processes in healthy adults using fMRI. Results showed SE relations produced frontal-striatal activation in regions implicated in reward processing and decision making. In this proposal, we will use BOLD fMRI to demonstrate that discriminations of SE relations involve the striatum and ventral frontal cortex. We will also investigate frontal-striatal responses to SE relations established through different consequences (nonverbal vs. verbal) and different mechanisms (contingencies vs. instructions). Results obtained with healthy adult subjects will help us to further test and develop our model of frontal-striatal involvement in SE.

描述（由申请人提供）：与发育障碍相关的学习缺陷的一（1）个定义特征是难以学习不具有共同物理特征的刺激之间的条件或语义关系。一个（1）这样的例子是学习单词“TWO”和数字“2”在语义上相关，或者“TWO”、“2”和“OO”（2个圆圈）可能是同一概念的成员。目前的R 03小额赠款提案旨在揭示被称为刺激等效性的过程的功能神经解剖学。刺激等价（SE）是在直接训练期间操纵强化偶然性以在刺激之间建立一组学习的条件/语义关系的过程，例如，学习条件关系，如果刺激A，选择刺激B（A：B），以及第二条件关系，B：C。在随后的测试中，发现几个新的关系在没有直接训练的情况下“出现”。这些SE关系被称为：对称性（B：A）、传递性（A：C）和等价性（C：A）。为了扩大我们的理解的神经解剖学的条件/语义学习缺陷的发育障碍，我们调查了SE过程中使用功能磁共振成像在健康成年人。结果表明，SE关系产生的额叶-纹状体激活涉及奖励处理和决策的区域。在这个建议中，我们将使用BOLD功能磁共振成像证明，歧视的SE关系涉及纹状体和腹侧额叶皮层。我们还将研究通过不同的后果（非语言与语言）和不同的机制（应急与指令）建立SE关系的额叶-纹状体反应。健康成人受试者的结果将有助于我们进一步测试和发展我们的模型，额-纹状体参与SE。