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.

项目摘要 心理学和神经科学中最古老的问题之一是刺激和反应的关联是否 这足以解释学习。或者，除此之外，是否有条件要求了解规则， 表示法？我们提出了一种新的方法来研究串行学习，通过调查人类和 猴子在传递性推理（TI）任务的训练期间内隐地推断序数知识。以其最简单的 形式，TI是能够得出A > C的结论，如果A > B且B > C，但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，如鸽子、猴子和 它被用来解释复杂的社会关系，如统治阶层。TI是 对于理解序数知识至关重要，根据定义，序数知识服从传递性，并且被认为 产生了序列顺序的内部表示。为了研究这一理论，我们计划研究学习， 在猴子和人类受试者的TI训练期间和之后的序数知识表示。逻辑 我们的实验的目的是展示（1）期望值的操纵如何不改变 在TI获得过程中对特定配对的过度训练的研究中， 在TI训练过程中，奖励幅度发生逆转;（2）对特定刺激-反应的过度训练 偶然性不损害学习，（3）联想理论无法解释准确的 在派生列表上的性能，在派生列表上，在原始列表上学习的关联知识是不相关的。我们 猴子实验是第一个在行为水平上研究内隐推理的实验， 同时测量前额叶皮层（PFC）和后顶叶中单个神经元的活动 在整个TI学习过程中（包括获取），我们的实验旨在表明：1）TI训练 得到了新刺激对序列顺序的表示; 2）顺序位置和符号距离 在PFC和LIP中有代表性，每次动物学习一种新的语言时，这些代表性都会重新出现。 新名单健康相关性：这些实验与精神分裂症，自闭症，阿尔茨海默病， 以及其他病症，其患者群体在学习和推理方面存在缺陷， TI问题的表现。