RELATIONAL LEARNING AND FOOD MOTIVATION IN PRADER-WILLI SYNDROME

普瑞德威利综合症中的关系学习和食物动机

• 批准号: 6241209
• 负责人: Travis Thompson
• 金额: $ 10.51万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-12-01 至 1997-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6241209
• 关键词: Prader Willi syndrome; auditory stimulus; behavioral /social science research tag; behavioral genetics; human subject; learning; memory; mental retardation; motivation; nutrient intake activity; nutrition related tag; visual perception; visual stimulus

People with Prader-Willi syndrome (PWS) display variable responses to visual-visual learning and memory tasks, sometimes functioning better than matched controls and at others, performing less well on such tasks. Approximately 30% of people with PWS have been reported to have misrouting of visual pathways at the optic chiasm, which could be related to visual processing problems. In addition, people with PWS have very serious problems related to food motivation. It is possible these two sources of variability in cognitive performance may have been confounded in some situations in which performance of people with PWS have been evaluated. The present series of studies in an attempt to determine the role of food motivation versus visual memory and visual cognitive organizational ability in people with PWS as compared with matched controls. In addition, these studies will attempt to clarify whether visual-visual learning is easier or more difficult in people with PWS compared with matched controls. Thirty four children, adolescents, and adults with PWS and 34 controls matched for MA, CA, and percent of ideal body weight, will be evaluated for the role of food motivation in short term memory and relations learning. In the first study, the effects of three sets of food-related variables on visual short term memory will be examined: (a) testing several hours after the last meal versus testing immediately following a meal; (b) the use of stimuli in the memory task that involves food versus non-food related items, and (c) the use of food incentives versus no food incentives for correct matches in the memory task. The second study will examine the role of food nutrition in relational learning, in which food versus non-food rewards will be used for correct responses in matching to sample, and in which food items are used as members of stimulus classes to be acquired. The third study will examine the degree to which auditory-visual, versus visual-visual relational learning is acquired by people with PWS compared with matched controls, with and without differential consequences associated with each stimulus class. The fourth study will evaluate differences in ability to acquire visual- visual relations in which the order in which stimuli are presented is the relevant stimulus dimension. Such ordinal relations are important in concepts of causality and are a prerequisite to reading and other more complex skills. If there are differences in visual-visual, versus auditory-visual relational learning, we will attempt to determine post hoc whether these differences are related to misrouting of the visual pathways, or whether these differences are related to the perceptual differences previously reported.

患有普瑞德威利综合征 (PWS) 的人表现出不同的反应 视觉-视觉学习和记忆任务，有时效果更好 与匹配的对照和其他对照相比，在此类任务上表现较差。 据报道，大约 30% 的 PWS 患者患有 视交叉处视觉通路的错误路由，这可能与 视觉处理问题。 此外，患有 PWS 的人有非常 与食物动机相关的严重问题。 这两个都有可能 认知表现变异性的来源可能很混乱 在某些情况下，PWS 患者的表现受到影响 评价。 目前的一系列研究试图确定 食物动机与视觉记忆和视觉认知的作用 与匹配的人相比，PWS 患者的组织能力 控制。 此外，这些研究将试图澄清是否 PWS 患者的视觉-视觉学习更容易或更困难 与匹配的对照相比。 34 名患有 PWS 的儿童、青少年和成人以及 34 名对照者 将评估与 MA、CA 和理想体重百分比相匹配的情况 食物动机在短期记忆和关系中的作用 学习。 在第一项研究中，三组与食物相关的影响 将检查视觉短期记忆的变量：(a) 测试 最后一顿饭后几个小时与饭后立即进行测试 一顿饭； (b) 在涉及食物的记忆任务中使用刺激 与非食品相关项目的比较，以及 (c) 食品激励措施的使用与 没有食物奖励来促进记忆任务中的正确匹配。 第二个 研究将探讨食物营养在关系学习中的作用， 哪些食物和非食物奖励将用于正确回答 与样本相匹配，并且其中食品被用作 要获得的刺激课程。 第三项研究将检查学位 听觉-视觉关系学习与视觉-视觉关系学习的区别 与匹配的对照组相比，患有 PWS 的人获得的 没有与每个刺激类别相关的不同后果。 第四项研究将评估获得视觉能力的差异 视觉关系，其中刺激呈现的顺序是 相关的刺激维度。 这种顺序关系很重要 因果关系的概念，是阅读和其他更多内容的先决条件 复杂的技能。 如果视觉与视觉之间存在差异， 听觉-视觉关系学习，我们将尝试确定后期 这些差异是否与视觉路径错误有关 途径，或者这些差异是否与感知有关 先前报告的差异。