LEARNING AND INTEGRATION OF BEHAVIORAL SEQUENCES

行为序列的学习和整合

• 批准号: 2244972
• 负责人: HERBERT S. TERRACE
• 金额: $ 25.22万
• 依托单位: COLUMBIA UNIV NEW YORK MORNINGSIDE
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-04-01 至 1994-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2244972
• 关键词: LEARNING; INTEGRATION; BEHAVIORAL; SEQUENCES

How are behavioral sequences learned and integrated? That question will be studied through recently developed techniques for training pigeons and monkeys to produce arbitrary sequences (lists) of arbitrary stimuli. In the "simultaneous" chaining paradigm, all of the stimuli and opportunities to respond are available simultaneously, a key feature of serial tasks used in verbal learning experiments on human subjects. Only their configuration is changed from trial to trial. Since nothing in the subject's external environment changes as it performs the sequence, exteroceptive feedback cannot explain its ability to produce the required sequence. Nor can proprioceptive feedback: each item appears equally often in each possible position. The lists that will be trained will consist, in most instances, of digitized color photographs that are presented on a touch-sensitive video monitor. The nature of representations that mediate sequence production will be studied by determining (1) how list learning changes with successive lists, (2) a monkey's and a pigeon's ability to "chunk" the sequences it learns, (3) subjects' knowledge of the ordinal position of items in a list, (4) how shifts in the configuration of the list items during the execution of the list affect performance, (5) how learning lists of a particular length affect learning of longer or shorter lists, and (6) the nature of the subject's episodic memory and what the animal perceives in photographs. Such information will advance our knowledge of serially organized animal behavior. It will also provide an evolutionary perspective for the contribution of verbal mediation to the organization of human serial behavior, and an animal model of serial learning that should have a number of interdisciplinary ramifications; (1) it can provide preparations for studying the neural control of serially organized behavior, (2) the non-verbal serial tasks that will be studied could be used with proverbial children in ways that would reveal the contributions that language subsequently makes to the basic cognitive skills that those tasks presuppose.

行为序列是如何学习和整合的？ 这个问题将 通过最近开发的训练鸽子的技术进行研究 猴子产生任意刺激的任意序列（列表）。 在 “同时”链接范式，所有的刺激和 同时提供做出回应的机会，这是 用于人类受试者言语学习实验的系列任务。 仅有的 他们的配置在每次试验中都会发生变化。 由于里面什么都没有 对象的外部环境在执行序列时发生变化， 外感受反馈无法解释其产生所需信息的能力 顺序。 本体感受反馈也不能：每个项目看起来都是一样的 通常在每个可能的位置。 将要训练的列表将 在大多数情况下，由数字化彩色照片组成 呈现在触摸式视频监视器上。 的性质 介导序列产生的表征将被研究 确定 (1) 列表学习如何随着连续列表而变化，(2) 猴子和鸽子将其学到的序列“分块”的能力，(3) 受试者对列表中项目顺序位置的了解，（4）如何 在执行期间列表项的配置发生变化 列表影响性能，（5）如何学习特定长度的列表 影响较长或较短列表的学习，以及（6）列表的性质 受试者的情景记忆以及动物在照片中感知到的内容。 这些信息将增进我们对串行组织动物的了解 行为。 它还将为 言语调解对人类序列组织的贡献 行为，以及连续学习的动物模型，该模型应该具有 跨学科影响的数量； (1)可以提供 为研究串行组织的神经控制做准备 行为，（2）将要研究的非语言串行任务可以是 以揭示贡献的方式与众所周知的孩子一起使用 该语言随后使这些人具备了基本的认知技能 任务是有前提的。