Brain Mechanisms of Spontaneous and Learned Attentional Flexibility

自发和习得注意力灵活性的大脑机制

• 批准号: 10439175
• 负责人: Anthony Sali
• 金额: $ 41.05万
• 依托单位: WAKE FOREST UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10439175
• 关键词: Adaptive Behaviors; Anxiety; Anxiety Disorders; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Behavioral Paradigm; Brain; Characteristics; Cognitive deficits; Data; Development; Disease; Dorsal; Electroencephalography; Environment; Event-Related Potentials; Functional Magnetic Resonance Imaging; Functional disorder; Future; Goals; Image; Impairment; Individual; Learning; Link; Location; Maps; Measures; Mental disorders; Modeling; Nature; Neuropsychology; Participant; Performance; Play; Probability; Process; Property; Readiness; Research; Research Personnel; Role; Schizophrenia; Scientist; Signal Transduction; Source; Stimulus; Structure; Students; Substance abuse problem; Techniques; Testing; Time; Update; Variant; Visual; Work; attentional control; base; cognitive neuroscience; directed attention; disorder control; expectation; experience; flexibility; forest; innovation; neuromechanism; neurotransmission; novel; relating to nervous system; response; statistical learning; statistics; stem; sustained attention; theories; undergraduate student; visual tracking

Project Summary Individuals regularly fluctuate over time in their readiness to shift spatial attention, referred to as attentional flexibility. Although researchers have historically attributed the control of attention to a combination of stimulus salience and behavioral goals, a growing body of work has suggested that learning plays an important role in determining the focus of attention. Learning also modulates moment-by-moment fluctuations in attentional flexibility such that individuals learn to adjust their readiness to shift attention according to the likelihood of needing to make a shift in their current environment. Adapting attentional flexibility is an important component of goal-directed behavior. Although the dysfunction of attentional flexibility learning may be a key cognitive deficit in a variety of psychiatric disorders, such as anxiety disorders, attention deficit hyperactivity disorder, schizophrenia, and substance abuse, the neural bases of learned fluctuations in flexibility remain unknown. This project will integrate existing theories on fluctuations in sustained attention, states of learned attentional flexibility, and stimulus-driven attentional orienting to ask: how do individuals anticipate task demands and adapt their readiness to shift attention accordingly? This project proposes a novel neuropsychological model to account for multiple sources of within-subject variation in shift readiness. Ongoing changes in sustained attention and attentional flexibility have been independently linked to spontaneous changes in activity within the brain’s default mode network, while attentional flexibility learning has been associated with the dorsal and ventral attentional control networks. However, the ways in which spontaneous and learned brain states interact to determine attentional flexibility, as well as the representational format of shift predictions, are unknown. Specific Aim 1 is to characterize the interaction of spontaneous fluctuations in default mode network activity and task-evoked prediction error signals in the dorsal and ventral attention networks. Specific Aim 2 is to probe the location-independence of attention shift expectation neural representations. Specific Aim 3 is to identify the mechanisms responsible for impaired attentional flexibility in individuals with high anxiety. To conduct these studies, undergraduate and master’s-level students will employ innovative techniques in cognitive neuroscience, including inverted encoding models of fMRI data and event-related potentials measured through electroencephalography. The goals of this project are to: (1) investigate the neural bases of within-subject variation in attentional flexibility and (2) to significantly strengthen the research environment at Wake Forest by including undergraduate and early graduate scientists in cutting-edge research on attentional control.

项目摘要 个体在转移空间注意力的准备方面有规律地随着时间的推移而波动，这称为注意 灵活性。尽管研究人员历来将注意力的控制归因于刺激的组合 显著和行为目标，越来越多的研究表明，学习在 确定关注的焦点。学习也会调节注意力的时刻波动。 灵活性，使个人学习调整他们的准备，以转移注意力根据可能性 需要在他们目前的环境中做出改变。适应注意灵活性是一个重要的组成部分 以目标为导向的行为。虽然注意灵活性学习的功能障碍可能是一个关键的认知 各种精神障碍的缺陷，如焦虑症，注意力缺陷多动障碍， 精神分裂症和药物滥用，习得性灵活性波动的神经基础仍然未知。 这个项目将整合现有的关于持续注意力波动的理论，即习得注意力状态 灵活性和刺激驱动的注意力定向发问：个人如何预测任务需求和 调整他们的准备，以便相应地转移注意力？该项目提出了一种新的神经心理学 模型，以考虑多个来源的受试者内部变化的换班准备。正在发生的变化 持续的注意力和注意力的灵活性独立地与大脑的自发变化有关 大脑默认模式网络中的活动，而注意力灵活性学习与 背侧和腹侧注意控制网络。然而，自发的和习得的大脑 状态交互作用决定了注意的灵活性，以及转移预测的表征形式 未知。具体目标1是描述违约模式下自发波动的相互作用 背侧和腹侧注意网络中的网络活动和任务诱发预测错误信号。特定的 目的二是探讨注意转移期望神经表征的位置无关性。特定的 目标3是确定高注意力障碍个体注意力灵活性受损的机制 焦虑。为了进行这些研究，本科生和硕士研究生将使用创新的 认知神经科学中的技术，包括fMRI数据的反向编码模型和事件相关 通过脑电图仪测量的电位。这个项目的目标是：(1)调查 注意灵活性内变异的神经基础和(2)显著加强研究 维克森林的环境，包括本科生和早期的研究生科学家参与尖端研究 关于注意力控制。