Implicit serial learning in monkeys and humans

猴子和人类的内隐串行学习

• 批准号: 9927710
• 负责人: VINCENT P FERRERA
• 金额: $ 50.8万
• 依托单位: COLUMBIA UNIVERSITY HEALTH SCIENCES
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-05 至 2023-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9927710
• 关键词: Affect; Alzheimer' s Disease; Animals; Area; Behavioral; Behavioral Paradigm; Bipolar Disorder; Characteristics; Cognitive; Cognitive deficits; Columbidae; Complex; Conflict (Psychology); Desire for food; Foundations; Frequencies; Goals; Habits; Health; Human; Impairment; Individual; Instruction; Knowledge; Language; Learning; Logic; Measurement; Measures; Modeling; Monkeys; Neurons; Neurosciences; Outcome; Parietal; Parietal Lobe; Performance; Physiological; Positioning Attribute; Prefrontal Cortex; Probability; Problem Solving; Psyche structure; Psychology; Research; Response to stimulus physiology; Rewards; Sampling Biases; Schizophrenia; Serial Learning; Series; Signal Transduction; Social Behavior; Social Dominance; Stimulus; Testing; Time; Training; Update; autism spectrum disorder; base; behavioral economics; classical conditioning; cognitive skill; discounting; experience; experimental study; human subject; mathematical theory; neural correlate; neuromechanism; nonhuman primate; novel; novel strategies; paired stimuli; patient population; preference; psychologic; response; sequence learning; social cognition; social relationships; theories

Project Summary One of the oldest questions in psychology and neuroscience is whether associations of stimuli and responses are sufficient to explain learning. Or, in addition, are there conditions that require knowledge of rules and representations? We propose a new approach to the study of serial learning by investigating how humans and monkeys infer ordinal knowledge implicitly during training on a Transitive Inference (TI) task. In its simplest form, TI is the ability to conclude that A > C, if A > B and B > C, but here we extend the same logic to longer series composed of 7 items. TI has been shown to exist in species as diverse as pigeons, monkeys, and humans and has been used to explain complex social relationships such as dominance hierarchies. TI is critical for understanding ordinal knowledge, which, by definition, obeys transitivity, and which is believed to give rise to an internal representation of serial order. To investigate this theory, we plan to study learning and representation of ordinal knowledge during and following TI training in monkeys and human subjects. The logic of our experiments is to show (1) how manipulations of expected value do not alter the representation of ordinal knowledge in studies on overtraining of particular pairs during TI acquisition and in studies in which there is a reversal of reward magnitude during TI training, (2) overtraining of a particular stimulus-response contingency does not impair learning, and (3) the inability of association theory to account for accurate performance on derived lists on which knowledge of associations learned on the original list are irrelevant. Our monkey experiments are the first to investigate implicit inference at the behavioral level that is synchronized to simultaneous measurement of the activity of individual neurons in prefrontal cortex (PFC) and posterior parietal cortex (PPC) throughout TI learning (including acquisition). Our experiments aim to show that 1) TI training leads to a representation of serial order of novel stimulus pairs and 2) ordinal position and symbolic distance are represented in PFC and LIP and that those representations arise de novo each time an animal learns a new list. Health Relatedness: These experiments are relevant to Schizophrenia, Autism, Alzheimer’s disease, and other conditions whose patient populations have deficits in learning and reasoning that manifest in the performance of TI problems.

项目摘要 心理学和神经科学中最古老的问题之一是刺激和反应的关联是否存在 足以解释学习。或者，此外，是否有条件需要了解规则和 表示？我们通过调查人类和 猴子在训练及时推理（TI）任务期间隐含地推断序数知识。最简单 表格，ti是包括a> c的能力，如果a> b和b> c，但是在这里我们将相同的逻辑扩展到更长的逻辑 系列由7个项目组成。 TI已显示在像鸽子，猴子和 人类，已被用来解释复杂的社会关系，例如统治等级。 ti是 对理解序数知识至关重要，根据定义，遵守传递性，并被认为是 产生串行顺序的内部表示。为了研究这一理论，我们计划研究学习和 在猴子和人类受试者中进行TI培训期间和之后的序数知识的代表。逻辑 我们的实验是表明（1）期望值的操作如何不会改变 在TI获取期间特定对训练过度训练的研究和研究中 在Ti训练期间有奖励幅度的逆转，（2）特定刺激反应过度训练 意外情况不会损害学习，（3）关联理论无法说明准确 在派生列表上的表现，关于原始列表中学习的关联知识是无关紧要的。我们的 猴子实验是第一个在行为水平上进行隐式推断的人 简单测量前额叶皮层（PFC）和后顶叶中单个神经元的活性 整个TI学习（包括获取）整个TI。我们的实验旨在表明1）TI培训 导致新型刺激对的串行顺序和2）顺序位置和符号距离 在PFC和Lip中表示，每次动物都会学到A时，这些表示形式就会从头开始 新列表。健康相关性：这些实验与精神分裂症，自闭症，阿尔茨海默氏病有关， 以及患者人群在学习和推理方面已定义的其他条件 TI问题的表现。