Evidence for A Neural System For Learning

神经学习系统的证据

• 批准号: RGPIN-2016-03943
• 负责人: Krigolson, Olave
• 金额: $ 2.26万
• 依托单位: University of Victoria
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2018
• 资助国家: 加拿大
• 起止时间: 2018-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=656009
• 关键词: Evidence; Neural; System; Learning

How do we learn? What neural systems within the brain are responsible for human learning? Can we use electroencephalography (EEG; i.e., brain waves) to find a reliable neural marker evoked by the processing of performance feedback that is indicative of an underlying learning process? In the past 20 years, a multitude of studies have used EEG to examine the neural signals elicited by performance feedback. In particular, studies using EEG in humans have revealed two key signals evoked by performance feedback that are thought to relate to learning: (1) the feedback-related negativity (FRN) and (2) and reward positivity (RP). Theoretical accounts posit that the FRN and RP reflect the functioning of a reinforcement learning system within the human medial-frontal cortex. However, to date it is still unclear whether the FRN and RP are simply evoked by feedback or whether they are actually reflective of an underlying learning process. The proposed research seeks to answer this question and demonstrate that the FRN and RP are neural markers for a learning system within the human-medial-frontal cortex.******The proposed research has three short-term objectives based on EEG methodologies. First, I will demonstrate that changes in the FRN and RP over time mirror theoretical predictions. Specifically, here we will demonstrate that changes in the FRN and RP over time resemble the learning curves seen in behavioural data. Second, I will examine if learning-related changes seen in the FRN and RP are stable and sensitive to different practice constructs that impact retention. For example, it has long been known that spacing out practice sessions (i.e., distribution of practice) results in greater learning. As such, if the FRN and RP are reflective of an underlying process these EEG components should be sensitive to distribution of practice. Third, I will determine if signals such as the FRN and RP are related to and predictive of subsequent changes in behaviour. Indeed, if the FRN and RP are reflective of a learning process then the size of these EEG components should be related to the size of behavioural modifications – larger error signals should relate to larger changes in behaviour.******Together, the answers of these three research objectives – if supportive – will demonstrate that the FRN and RP are markers for a neural learning system within the human brain. Importantly, these findings will demonstrate that we have a reliable neural marker that will allow us to gauge human learning directly instead of relying solely on indirect behavioural measures – an outcome that will have a huge impact in education and industry across Canada.

我们如何学习呢？大脑中的哪些神经系统负责人类的学习？我们能否使用脑电(EEG；即脑电波)来找到一个可靠的神经标记物，该标记物是通过对表现反馈的处理而产生的，它表明了潜在的学习过程？在过去的20年里，大量的研究使用脑电来检测由表现反馈引起的神经信号。特别是，在人类中使用脑电的研究揭示了被认为与学习有关的表现反馈所引起的两个关键信号：(1)反馈相关的负性(FRN)和(2)和奖励正性(RP)。理论解释认为，FRN和RP反映了人类内侧额叶皮质内强化学习系统的功能。然而，到目前为止，还不清楚FRN和RP是简单地由反馈引起的，还是它们实际上反映了潜在的学习过程。这项拟议的研究试图回答这个问题，并证明FRN和RP是人类-内侧-额叶皮质内学习系统的神经标记。*基于脑电方法，拟议的研究有三个短期目标。首先，我将证明FRN和Rp随时间的变化反映了理论预测。具体地说，这里我们将演示FRN和RP随时间的变化类似于行为数据中看到的学习曲线。其次，我将研究FRN和RP中与学习相关的变化是否稳定，并对影响保持的不同练习结构敏感。例如，人们早就知道，分开练习课程(即练习的分布)会带来更好的学习效果。因此，如果FRN和RP反映了一个潜在的过程，这些脑电成分应该对练习的分布很敏感。第三，我将确定FRN和RP等信号是否与随后的行为变化有关，并预示着这些变化。事实上，如果FRN和RP反映了学习过程，那么这些脑电成分的大小应该与行为调整的大小相关--更大的错误信号应该与行为的更大变化有关。*这三个研究目标的答案--如果支持的话--将证明FRN和RP是人脑内神经学习系统的标志。重要的是，这些发现将证明，我们拥有一个可靠的神经标记物，它将允许我们直接衡量人类的学习，而不是仅仅依赖间接行为衡量--这一结果将对加拿大的教育和工业产生巨大影响。