Functioning Imaging of Emergent Learning

突发学习的功能成像

• 批准号: 7090761
• 负责人: MICHAEL W. SCHLUND
• 金额: $ 7.86万
• 依托单位: HUGO W. MOSER RES INST KENNEDY KRIEGER
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7090761
• 关键词: behavior test; behavioral /social science research tag; bioimaging /biomedical imaging; brain imaging /visualization /scanning; clinical research; comprehension; concept; corpus striatum; data collection methodology /evaluation; decision making; developmental disease /disorder; frontal lobe /cortex; functional ability; functional magnetic resonance imaging; human subject; psychological reinforcement; semantics; statistics /biometry; verbal conditioning; verbal learning

DESCRIPTION (provided by applicant): One (1) defining characteristic of learning deficits associated with developmental disabilities is difficulty learning conditional or semantic relations among stimuli that do not share common physical features. One (1) such example is learning that the word "TWO" and the number "2" are semantically related or that "TWO" "2" and "OO" (2 circles) may be members of the same concept. The present R03 small grant proposal is designed to reveal the functional neuroanatomy of a process known as stimulus equivalence. Stimulus equivalence (SE) is a process by which reinforcement contingencies are manipulated during direct training to establish a set of learned conditional/semantic relations among stimuli, for example, learning the conditional relation if stimulus A, select stimulus B (A:B), and a second conditional relation, B:C. During subsequent testing, several new relations have been found to "emerge" without direct training. These SE relations are termed: symmetry (B:A), transitivity (A:C), and equivalence (C:A). To broaden our understanding of the neuroanatomy of conditional/semantic learning deficits in developmental disabilities, we investigated SE processes in healthy adults using fMRI. Results showed SE relations produced frontal-striatal activation in regions implicated in reward processing and decision making. In this proposal, we will use BOLD fMRI to demonstrate that discriminations of SE relations involve the striatum and ventral frontal cortex. We will also investigate frontal-striatal responses to SE relations established through different consequences (nonverbal vs. verbal) and different mechanisms (contingencies vs. instructions). Results obtained with healthy adult subjects will help us to further test and develop our model of frontal-striatal involvement in SE.

描述（由申请人提供）：一（1）与发展障碍相关的学习缺陷的特征是难以学习不具有共同物理特征的刺激之间的有条件或语义关系。一个（1）这样的例子是学习，“两个”和数字“ 2”一​​词与语义相关，或者“两个”“ 2”和“ oo”（2个圆圈）可能是同一概念的成员。目前的R03小赠款提案旨在揭示称为刺激等效的过程的功能性神经解剖学。刺激等效性（SE）是一个过程，通过在直接训练期间操纵增强意外事件以建立刺激之间的一组有条件/语义关系，例如，如果刺激A，选择刺激a（a：a：b），以及第二个条件关系，则学习条件关系，b：c：c。在随后的测试期间，在没有直接培训的情况下发现了几种新的关系可以“出现”。这些SE关系称为：对称性（B：A），传递性（A：C）和等效性（C：A）。为了扩大我们对发育障碍条件/语义学习缺陷的神经解剖学的理解，我们使用fMRI调查了健康成年人的SE过程。结果表明，SE关系在涉及奖励处理和决策的区域中产生了额叶激活。在此提案中，我们将使用大胆的fMRI来证明SE关系的歧视涉及纹状体和腹侧额叶皮层。我们还将研究通过不同的后果（非语言与口头）和不同机制（意外情况与指示）建立的对SE关系的额叶响应。由健康的成人受试者获得的结果将有助于我们进一步测试和开发在SE中的额叶参与模型。