Implicit serial learning in monkeys and humans

猴子和人类的内隐串行学习

• 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
• 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' 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

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.

项目概要 心理学和神经科学中最古老的问题之一是刺激和反应是否存在关联 足以解释学习。或者，此外，是否存在需要了解规则和知识的条件？ 交涉？我们提出了一种研究串行学习的新方法，通过研究人类和 猴子在传递推理 (TI) 任务的训练过程中隐式推断序数知识。最简单的 形式上，TI 是得出 A > C 的能力，如果 A > B 且 B > C，但在这里我们将相同的逻辑扩展到更长的时间 系列由7个项目组成。 TI 已被证明存在于多种物种中，例如鸽子、猴子和 人类，并已被用来解释复杂的社会关系，例如统治等级制度。 TI 是 对于理解序数知识至关重要，根据定义，序数知识遵循传递性，并且被认为 产生序列顺序的内部表示。为了研究这个理论，我们计划研究学习和 在猴子和人类受试者的 TI 训练期间和之后表示序数知识。逻辑 我们的实验的目的是展示（1）预期值的操纵如何不会改变 在 TI 获取过程中特定配对过度训练的研究中以及在其中的研究中的顺序知识 TI 训练期间奖励幅度发生逆转，(2) 特定刺激响应的过度训练 偶然性不会损害学习，并且（3）关联理论无法准确解释 在派生列表上的表现与在原始列表上学到的关联知识无关。我们的 猴子实验是第一个在行为水平上研究隐式推理的实验，该推理与 同时测量前额皮质 (PFC) 和后顶叶单个神经元的活动 整个 TI 学习（包括习得）过程中的皮质 (PPC)。我们的实验旨在表明 1) TI 训练 导致新刺激对的序列顺序的表示以及 2) 顺序位置和符号距离 在 PFC 和 LIP 中表示，并且每次动物学习时这些表示都会重新出现 新列表。健康相关性：这些实验与精神分裂症、自闭症、阿尔茨海默病、 以及患者群体在学习和推理方面存在缺陷的其他病症，这些缺陷表现在 TI问题的性能。