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.

该子项目是利用该技术的众多研究子项目之一 资源由 NIH/NCRR 资助的中心拨款提供。子项目及 研究者 (PI) 可能已从 NIH 的另一个来源获得主要资金， 因此可以在其他 CRISP 条目中表示。列出的机构是 对于中心来说，它不一定是研究者的机构。 成功的发展和适应在某种程度上需要在如何响应、何时响应以及响应可能产生的后果方面有适当的表现。 发育障碍和精神发育迟滞（MR）的定义特征是对与各种突发事件相关的环境刺激做出适当反应的缺陷。 其中最主要的是达到适当响应水平的学习要求。 为了了解健康成年人学习过程的神经基质，之前的 PET 和功能磁共振成像研究对强化物或惩罚物传递过程中的大脑区域进行了成像。 相似的大脑区域在多大程度上参与区分与不同偶然事件相关的刺激尚不清楚，但对于理解学习中涉及的神经过程同样重要。 该提案提供了使用 BOLD fMRI 进行初步调查的数据，以检查少数成年人受试者的辨别学习历史与神经激活模式之间的关系。初步结果表明，与与意外事件无关的刺激相比，与强化意外事件相关的刺激产生了广泛的激活模式。 在对患有和不患有不同程度的精神发育迟滞的受试者进行研究的初步研究中，我们希望用足够数量的非 MR 受试者复制这一试点工作，以确定我们基于刺激的成像方法在以下方面的有用性：（1）条件历史之间的差异， (2) 识别映射这些历史的神经基质。