Proj 2: Learning of executive fnct. (143-169)

项目 2：学习执行功能。

• 批准号: 8078162
• 负责人: RANDALL CHARLES O'REILLY
• 金额: $ 15.94万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-02-03 至 2013-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8078162
• 关键词: Address; Adolescence; Affect; Agonist; Anterior; Area; Attention deficit hyperactivity disorder; Basal Ganglia; Behavior; Biological; Brain; Cell Nucleus; Child; Complex; Computer Simulation; Development; Diamond; Disease; Disputes; Dopamine; Dopamine D2 Receptor; Dopaminergic Agents; Dorsal; Equilibrium; Event-Related Potentials; Feedback; Functional Magnetic Resonance Imaging; Goals; Human; Individual Differences; Inferior; Lateral; Learning; Link; Maintenance; Measures; Mediating; Mediation; Midbrain structure; Modeling; Moods; Nature; Neurobiology; Neurons; Parkinson Disease; Patients; Population; Population Heterogeneity; Prefrontal Cortex; Process; Property; Relative (related person); Research; Rewards; Role; Shapes; Short-Term Memory; Signal Transduction; System; Testing; Time; Training; Update; Vocabulary; abstracting; base; executive function; flexibility; improved; neural patterning; novel; psychologic; relating to nervous system; research study; response; young adult

The overarching goal of the proposed research is to understand the specific roles of different brain areas in the learning of executive function, by empirically testing and fur ther developing a biologically-based computational model of the prefrontal cor tex and associated subcor tical systems (including the basal ganglia and midbrain dopaminergic nuclei). We focus on two specific issues: (a) the learning of abstract, rule-like representations in prefrontal cor tical areas, which suppor t flexible behavior by enabling better generalization to novel circumstances; and (b) the mechanisms of feedback-driven learning, which shape the adaptive modulation of prefrontal executive function representations by the basal ganglia, according to our model. Several predictions from this computational modeling framework have already been successfully tested in diverse populations, including Parkinson's patients and people with ADHD, both of which are thought to involve disorders of the dopaminergic system as it affects the basal ganglia and prefrontal cor tex. Thus, this model has impor tant implications for understanding the neural basis of executive function, both in neurologically intact and disordered populations. We propose to test the following hypotheses: ¿ Specific Aim 2.1: Factors Affecting Learning of Representations in Prefrontal Cortex: First, we test in both young adults and children a set of predictions from our computational model. For example, blocked training should facilitate the development of abstract, rule-like representations, which in turn suppor t better generalization to novel task contexts. Second, because the degree of abstraction learning depends on the duration of active maintenance in our model, different regions of PFC may be organized according to relative degree of abstraction, and corresponding maintenance duration. We explore this idea in the model. ¿ Specific Aim 2.2: Factors Affecting Feedback Learning. We provide a more direct test of dopaminergic mediation of event-related potential signals responsive to feedback information (ERN) by administering dopamine D2 receptor agonists/antagonists, which should have dissociable effects on these signals according to our model. We also test whether mood induction can shift the balance of feedback responsiveness, as measured by ERP's. Finally, we attempt to disentangle multiple factors influencing learning of executive function tasks by using coordinated executive function and negative feedback learning studies in children.

拟议研究的总体目标是了解不同大脑区域的具体作用 通过经验测试和进一步开发基于生物学的计算来学习执行功能 前额皮质和相关皮质下系统（包括基底神经节和 中脑多巴胺能核）。我们关注两个具体问题：（a）抽象的、类似规则的表示的学习 在前额皮质区域，它通过更好地概括来支持灵活的行为 新颖的情况； (b) 反馈驱动学习的机制，它塑造了自适应调制 根据我们的模型，基底神经节代表前额叶执行功能。一些 该计算模型框架的预测已经在不同的环境中成功进行了测试 人群，包括帕金森病患者和多动症患者，这两种疾病都被认为与疾病有关 多巴胺能系统的影响，因为它影响基底神经节和前额皮质。因此，该模型有 对于理解执行功能的神经基础具有重要意义，无论是在神经学上都是完整的 和混乱的人群。 我们建议检验以下假设： ¿ 具体目标 2.1：影响前额皮质表征学习的因素：首先，我们 在年轻人和儿童中测试我们计算模型的一组预测。例如， 分块训练应该促进抽象的、类似规则的表示的发展，这在 转而支持更好地概括新的任务上下文。其次，因为抽象程度 学习取决于我们模型中主动维护的持续时间，PFC 的不同区域可能是 根据相对抽象程度和相应的维护持续时间进行组织。我们 在模型中探索这个想法。 具体目标 2.2：影响反馈学习的因素。我们提供更直接的多巴胺能测试 通过管理对反馈信息（ERN）做出响应的事件相关电位信号的调解 多巴胺 D2 受体激动剂/拮抗剂，应该对这些具有分离作用 根据我们的模型发出信号。我们还测试了情绪诱导是否可以改变平衡 反馈响应能力，由 ERP 衡量。最后，我们试图理清多种因素 通过使用协调执行功能和负性影响执行功能任务的学习 儿童反馈学习研究。