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Implicit serial learning in monkeys and humans

猴子和人类的内隐串行学习

基本信息

批准号：
10396514
负责人：
VINCENT P FERRERA
金额：
$ 50.8万
依托单位：
COLUMBIA UNIVERSITY HEALTH SCIENCES
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-05 至 2023-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10396514
关键词：
Affect Alzheimer&apos s Disease Animals Area Behavioral Behavioral Paradigm Bipolar Disorder Characteristics Cognitive Cognitive deficits Columbidae Complex Conflict (Psychology)Desire for food Foundations Frequencies Goals Habits Health Human Impairment Individual Instruction Knowledge Language Learning Logic Measurement Measures Modeling Monkeys Neurons Neurosciences Outcome Parietal Parietal Lobe Performance Physiological Positioning Attribute Prefrontal Cortex Probability Problem Solving Psyche structure Psychology Research Response to stimulus physiology Rewards Sampling Biases Schizophrenia Serial Learning Series Signal Transduction Social Behavior Social Dominance Stimulus Testing Time Training Update autism spectrum disorder base behavioral economics classical conditioning cognitive skill discounting experience experimental study human subject mathematical theory neural correlate neuromechanism nonhuman primate novel novel strategies paired stimuli patient population preference psychologic response sequence learning social cognition social relationships theories

项目摘要

Project Summary One of the oldest questions in psychology and neuroscience is whether associations of stimuli and responses are sufficient to explain learning. Or, in addition, are there conditions that require knowledge of rules and representations? We propose a new approach to the study of serial learning by investigating how humans and monkeys infer ordinal knowledge implicitly during training on a Transitive Inference (TI) task. In its simplest form, TI is the ability to conclude that A > C, if A > B and B > C, but here we extend the same logic to longer series composed of 7 items. TI has been shown to exist in species as diverse as pigeons, monkeys, and humans and has been used to explain complex social relationships such as dominance hierarchies. TI is critical for understanding ordinal knowledge, which, by definition, obeys transitivity, and which is believed to give rise to an internal representation of serial order. To investigate this theory, we plan to study learning and representation of ordinal knowledge during and following TI training in monkeys and human subjects. The logic of our experiments is to show (1) how manipulations of expected value do not alter the representation of ordinal knowledge in studies on overtraining of particular pairs during TI acquisition and in studies in which there is a reversal of reward magnitude during TI training, (2) overtraining of a particular stimulus-response contingency does not impair learning, and (3) the inability of association theory to account for accurate performance on derived lists on which knowledge of associations learned on the original list are irrelevant. Our monkey experiments are the first to investigate implicit inference at the behavioral level that is synchronized to simultaneous measurement of the activity of individual neurons in prefrontal cortex (PFC) and posterior parietal cortex (PPC) throughout TI learning (including acquisition). Our experiments aim to show that 1) TI training leads to a representation of serial order of novel stimulus pairs and 2) ordinal position and symbolic distance are represented in PFC and LIP and that those representations arise de novo each time an animal learns a new list. Health Relatedness: These experiments are relevant to Schizophrenia, Autism, Alzheimer’s disease, and other conditions whose patient populations have deficits in learning and reasoning that manifest in the performance of TI problems.

项目总结