BOLD FMRI IN MR RESEARCH TO MAP LEARNING HISTORIES

MR 研究中大胆的 FMRI 绘制学习历史

• 批准号: 7604711
• 负责人: MICHAEL W. SCHLUND
• 金额: $ 0.03万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-12-01 至 2007-09-16
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7604711
• 关键词: Adult; Brain region; Characteristics; Computer Retrieval of Information on Scientific Projects Database; Data; Development; Developmental Disabilities; Discrimination Learning; Functional Magnetic Resonance Imaging; Funding; Grant; Image; Institution; Investigation; Learning; Maps; Mental Retardation; Numbers; Pattern; Performance; Positron-Emission Tomography; Process; Psychological reinforcement; Range; Recording of previous events; Research; Research Personnel; Resources; Source; Stimulus; Study Subject; United States National Institutes of Health; base; conditioning; human subject; reinforcer; relating to nervous system

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Successful development and adaptation requires, in part, proper performances in terms of how to respond, when to respond, and what consequences may follow responding. Defining characteristics of developmental disabilities and mental retardation (MR) are deficits in responding appropriately to environmental stimuli associated with various contingencies. Primary among these are the learning requirements to reach proper levels of responding. To understand the neural substrates underlying learning processes in healthy adults, previous PET and fMRI investigations image brain regions during delivery of reinforcers or punishers. The extent to which similar brain regions are involved in discriminating among stimuli associated with different contingencies is unclear but equally important to understanding the neural processes involved in learning. This proposal presents data from a preliminary investigation using BOLD fMRI to examine relations between a history of discrimination learning and neural patterns of activation in a small number of adult human subjects. Preliminary results show stimuli associated with a reinforcement contingency produced a wide range of activation patterns when contrasted with a stimulus not associated with a contingency. Preliminary to studies of subjects with and without differing levels of mental retardation, we wish to replicate this pilot effort with a sufficient number of non-MR subjects to determine the usefulness of our stimulus based imaging approach in: (1) differing between conditioning histories, and (2) identifying neural substrates that map these histories.

该副本是利用众多研究子项目之一 由NIH/NCRR资助的中心赠款提供的资源。子弹和 调查员（PI）可能已经从其他NIH来源获得了主要资金， 因此可以在其他清晰的条目中代表。列出的机构是 对于中心，这不一定是调查员的机构。 成功的发展和适应需要部分地，就如何响应，何时响应以及响应后的后果而言。 定义发育障碍和智力低下的特征（MR）是适当应对与各种意外事件相关的环境刺激的缺陷。 其中的主要是学习要求，以达到适当的响应水平。 为了了解健康成年人中学习过程的神经底物，以前的PET和功能磁共振成像研究图像在加固或惩罚者交付过程中的图像大脑区域。 与不同突发事件相关的刺激中，相似的大脑区域在区分刺激之间的程度尚不清楚，但对于理解学习中涉及的神经过程同样重要。 该提案介绍了使用BOLD FMRI进行初步研究的数据，以研究歧视学习史与少数成年人类受试者激活的神经模式之间的关系。初步结果表明，与与偶然性无关的刺激形成对比时，与增强偶性相关的刺激产生了广泛的激活模式。 初步研究有或没有不同智力智能水平的受试者，我们希望通过足够数量的非MR受试者来复制这项飞行员努力，以确定我们基于刺激的成像方法的有用性：（1）调节历史之间的不同，以及（2）识别绘制这些历史学的神经基础。