NOVELTY DIFFERENTIALLY MODULATES MEDIAL TEMP LOBE& BASAL GANGLIA MEMORY SYS

新颖性差异调节中温叶

• 批准号: 7358803
• 负责人: Daphna Shohamy
• 金额: $ 0.31万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2007-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7358803
• 关键词: NOVELTY; DIFFERENTIALLY; MODULATES; MEDIAL; TEMP

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Extensive converging evidence suggests that the medial temporal lobe (MTL) supports rapid conjunctive learning from single episodes, while the basal ganglia (BG) support incremental learning of stimulus-response associations. Recent data have raised the possibility that these neural systems may interact during learning, with other data suggesting that both systems play an important role in processing novelty. Taken together, these findings raise important questions regarding how novelty modulates different forms of memory, and the interaction between them. In this study, we used functional MRI to examine the impact of novelty on MTL and BG dynamics during associative learning and transfer. In this two-phase learning task, subjects first engaged in a concurrent, feedback-based forced-choice discrimination, where they learned to associate faces and scenes. This learning phase was followed by a transfer phase, where subjects were probed to transfer previously learned knowledge to a new context.

该子项目是利用NIH/NCRR资助的中心赠款提供的资源的许多研究子项目之一。子项目和研究者（PI）可能从另一个NIH来源获得主要资金，因此可以在其他CRISP条目中表示。所列机构为中心，不一定是研究者所在机构。广泛的汇聚证据表明，内侧颞叶（MTL）支持快速连接学习从单次发作，而基底神经节（BG）支持刺激反应协会的增量学习。最近的数据表明，这些神经系统可能在学习过程中相互作用，其他数据表明，这两个系统在处理新奇事物方面发挥着重要作用。总的来说，这些发现提出了关于新奇如何调节不同形式的记忆以及它们之间相互作用的重要问题。在这项研究中，我们使用功能磁共振成像检查的影响，新奇的MTL和BG动态在联想学习和转移。在这个两阶段的学习任务中，受试者首先参与了一个并行的、基于反馈的强迫选择辨别，在那里他们学会了将面孔和场景联系起来。这个学习阶段之后是一个转移阶段，在这个阶段，受试者被探索将以前学到的知识转移到一个新的环境中。