BOLD FMRI IN MR RESEARCH TO MAP LEARNING HISTORIES

MR 研究中大胆的 FMRI 绘制学习历史

• 批准号: 7604711
• 负责人: MICHAEL W. SCHLUND
• 金额: $ 0.03万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-12-01 至 2007-09-16
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7604711
• 关键词: Adult; Brain region; Characteristics; Computer Retrieval of Information on Scientific Projects Database; Data; Development; Developmental Disabilities; Discrimination Learning; Functional Magnetic Resonance Imaging; Funding; Grant; Image; Institution; Investigation; Learning; Maps; Mental Retardation; Numbers; Pattern; Performance; Positron-Emission Tomography; Process; Psychological reinforcement; Range; Recording of previous events; Research; Research Personnel; Resources; Source; Stimulus; Study Subject; United States National Institutes of Health; base; conditioning; human subject; reinforcer; relating to nervous system

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. Successful development and adaptation requires, in part, proper performances in terms of how to respond, when to respond, and what consequences may follow responding. Defining characteristics of developmental disabilities and mental retardation (MR) are deficits in responding appropriately to environmental stimuli associated with various contingencies. Primary among these are the learning requirements to reach proper levels of responding. To understand the neural substrates underlying learning processes in healthy adults, previous PET and fMRI investigations image brain regions during delivery of reinforcers or punishers. The extent to which similar brain regions are involved in discriminating among stimuli associated with different contingencies is unclear but equally important to understanding the neural processes involved in learning. This proposal presents data from a preliminary investigation using BOLD fMRI to examine relations between a history of discrimination learning and neural patterns of activation in a small number of adult human subjects. Preliminary results show stimuli associated with a reinforcement contingency produced a wide range of activation patterns when contrasted with a stimulus not associated with a contingency. Preliminary to studies of subjects with and without differing levels of mental retardation, we wish to replicate this pilot effort with a sufficient number of non-MR subjects to determine the usefulness of our stimulus based imaging approach in: (1) differing between conditioning histories, and (2) identifying neural substrates that map these histories.

这个子项目是许多研究子项目中的一个 由NIH/NCRR资助的中心赠款提供的资源。子项目和 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可以在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 成功的发展和适应部分地要求在如何应对、何时应对以及应对后可能产生的后果方面表现良好。 发育障碍和智力迟钝的定义特征是对与各种突发事件相关的环境刺激做出适当反应的缺陷。 其中最主要的是达到适当反应水平的学习要求。 为了了解健康成年人学习过程的神经基础，以前的PET和fMRI研究在实施惩罚者或惩罚者时对大脑区域进行成像。 相似的大脑区域在多大程度上参与区分与不同突发事件相关的刺激尚不清楚，但对于理解参与学习的神经过程同样重要。 该建议提出了一个初步的调查，使用BOLD功能磁共振成像检查的歧视学习和神经模式的激活在少数成年人受试者的历史之间的关系的数据。初步结果表明，与强化应急刺激产生了广泛的激活模式时，与不相关的应急刺激相比。 在对具有和不具有不同水平的智力迟钝的受试者进行研究之前，我们希望用足够数量的非MR受试者来复制这种试点努力，以确定我们的基于刺激的成像方法在以下方面的有用性：（1）区分条件反射历史，以及（2）识别映射这些历史的神经基质。