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Interactive development of reinforcement learning and adaptive memory

强化学习与适应性记忆的交互发展

基本信息

批准号：
10618984
负责人：
Catherine Alexandra Hartley
金额：
$ 75.42万
依托单位：
NEW YORK UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-06-15 至 2026-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10618984
关键词：
Address Adolescence Adolescent Adult Age Age of Onset Amygdaloid structure Anxiety Autobiography Brain Characteristics Childhood Clinical Cognitive Collection Computer Models Coupling Depressed mood Development Disease Episodic memory Etiology Event Exhibits Functional Imaging Hippocampus Knowledge Learning Link Measures Medial Memory Mental Depression Methodology Negative Valence Neurocognitive Outcome Participant Patient Self-Report Pattern Phenotype Prefrontal Cortex Prevalence Process Psychological reinforcement Psychopathology Research Risk Risk Factors Sampling Severities Specificity Stimulus Symptoms Time age related aged anxiety symptoms anxious clinically relevant depressive symptoms developmental disease experience innovation learning algorithm long term memory member memory encoding memory retrieval mental representation neural neuroimaging novel paired stimuli programs statistics symptomatology young adult

项目摘要

PROJECT SUMMARY Anxiety and depression are increasingly recognized as disorders that are developmental in origin. While vulnerability to anxiety and depression is heightened prior to adulthood, the developmental factors that give rise to this increased risk are not well understood. Two characteristic learning and memory biases are implicated in the etiology of anxiety and depression: preferential processing of negatively valenced information and a tendency to form overly general memories and value associations. Despite their apparent clinical relevance, studies to date linking these learning and memory biases to psychiatric risk have relied largely on recollective measures that do not enable the study of how they may arise over development through value-based learning and memory encoding processes. In this proposal, we will leverage computational modeling and neuroimaging approaches to elucidate how mechanistic relations between learning computations and memory formation underlie valence and overgeneralization biases across development from childhood to adulthood. Aim 1 will characterize how valence biases in learning change over development, how they influence incidental memory for episodic details of valenced outcomes, and how they arise through neural computations. Aim 2 will characterize, across development, how generality of learned representations adapts across contexts, how the specificity of memory representations changes with time, and how neural representations support the use of multiple levels of abstraction to guide learning and memory. Aim 3 will characterize how valence and generalization biases change longitudinally with age and assess their relation to real-world autobiographical memory and clinical symptomatology. The significance of the proposed research lies in its potential to: 1) provide a theoretical account relating valence and generalization biases in value-based learning and corresponding biases in episodic and autobiographical memory; 2) elucidate the neurocognitive mechanisms underlying these biases; 3) delineate normative longitudinal developmental changes in these processes from childhood to adulthood; and 4) establish whether computational phenotypes capturing these biases predict anxious and depressive symptomatology.

项目总结焦虑和抑郁越来越多地被认为是发育性疾病。而当焦虑和抑郁的易感性在成年期之前就会增加，这是导致焦虑和抑郁的发育因素对于这种增加的风险，人们还没有很好的理解。两种特征的学习和记忆偏向与焦虑和抑郁的病因：对负价信息的优先处理和倾向形成过于笼统的记忆和价值联想。尽管它们明显与临床相关，但研究发现将这些学习和记忆偏差与精神疾病风险联系起来的数据在很大程度上依赖于回忆措施无法研究它们如何通过基于价值的学习和记忆在发展过程中产生编码过程。在这个提案中，我们将利用计算建模和神经成像方法为了阐明学习计算和记忆形成之间的机械关系是如何形成价态的从童年到成年，过度泛化的偏见贯穿整个发展阶段。目标1将描述如何学习变化对发展的配价偏差，以及它们如何影响对情节细节的附带记忆以及它们是如何通过神经计算产生的。目标2将描述，横跨发展，习得表征的普遍性如何适应不同的语境，记忆的特殊性如何表征随着时间的推移而变化，以及神经表征如何支持使用多层次的指导学习和记忆的抽象。目标3将描述配价和泛化偏差如何变化并评估它们与真实世界自传体记忆和临床的关系症状学。这项研究的意义在于：1)提供了一种理论上的基于价值的学习中的关联配价和泛化偏差以及情景学习中的相应偏差和自传体记忆；2)阐明这些偏见背后的神经认知机制；3)描绘从儿童到成年这些过程中的规范性纵向发展变化；以及4)建立捕捉到这些偏见的计算表型是否可以预测焦虑和抑郁症状。