Basal ganglia and dopamine contributions to feedback-based learning

基底神经节和多巴胺对基于反馈的学习的贡献

• 批准号: 8015234
• 负责人: Karin Foerde
• 金额: $ 5.22万
• 依托单位: COLUMBIA UNIV NEW YORK MORNINGSIDE
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8015234
• 关键词: Acute; Affect; Alzheimer' s Disease; Animals; Automobile Driving; Basal Ganglia; Behavioral; Biological Models; Brain Chemistry; Characteristics; Chronic; Cognition; Cognitive; Computer Simulation; Corpus striatum structure; Data; Disease; Dopamine; Elderly; Episodic memory; Feedback; Functional disorder; Future; Hippocampus (Brain); Human; Individual; Lead; Learning; Link; Medial; Memory; Mental Depression; Modeling; Nature; Neuropsychology; Parkinson Disease; Participant; Patients; Pharmaceutical Preparations; Population; Prefrontal Cortex; Reaction Time; Research; Rewards; Role; Schizophrenia; Signal Transduction; Specificity; Support System; System; Temporal Lobe; Testing; Time; base; flexibility; healthy aging; information organization; insight; neuropsychological; public health relevance; relating to nervous system; response; young adult

DESCRIPTION (provided by applicant): The broad aim of this proposal is to understand the cognitive and neural systems that support incremental, feedback-based learning. Recent evidence suggests that this type of learning depends on the basal ganglia (BG) - primarily the striatum and its dopaminergic afferents. By contrast, a distinct and independent memory system in the medial temporal lobe (MTL) is thought to support rapidly formed memories of single-trial episodes. However, recent studies have shown that this dichotomy may be oversimplified, and that in many cases the BG and the MTL both contribute to learning. Thus, fundamental questions remain regarding the circumstances under which each of these systems support learning and the implications of their involvement for the representation of knowledge. Bridging across electrophysiological data, computational modeling, and human neuropsychology, the proposed research aims to test the hypothesis that a critical factor driving learning to depend on one system or the other is the timing of response-contingent feedback. The studies herein seek to test this hypothesis by systematically investigating how the timing of feedback (immediate vs. delayed) modulates different aspects of learning and memory. Our model system is healthy older adults and individuals with Parkinson's disease, who suffer from disrupted BG function but have intact MTL function. We will further examine both chronic and acute dopamine perturbations by examining how dopaminergic medication modulates feedback-based learning in Parkinson's patients. Finally, we aim to determine the cognitive mechanisms involved under different delay conditions, comparing incremental and episodic learning. The resulting findings are expected to enhance our understanding of the cognitive and neural systems supporting feedback-based learning, and how these are modulated by BG dysfunction and dopaminergic mechanisms. PUBLIC HEALTH RELEVANCE: Parkinson's disease is characterized by a range of learning deficits. The resulting findings will provide insight into the nature, and possible cause, of these deficits, as well as how they are impacted by medication. Understanding the basic mechanisms of feedback-based learning is also relevant to other diseases that affect large segments of the population, such as Alzheimer's disease, depression, and schizophrenia - all characterized by learning and memory problems. By understanding how people learn in different ways as a result of changes in feedback information and how brain chemistry affects this learning, we can better understand how to help those already suffering from such diseases and contribute to better treatments in the future.

描述（由申请人提供）：该提案的广泛目的是了解支持基于反馈的学习的认知和神经系统。最近的证据表明，这种类型的学习取决于基底神经节（BG） - 主要是纹状体及其多巴胺能传入。相比之下，认为内侧颞叶（MTL）中的独立记忆系统被认为支持单次试件发作的快速形成的记忆。但是，最近的研究表明，这种二分法可能过于简化，在许多情况下，BG和MTL都有助于学习。因此，关于每个系统都支持学习及其参与对知识代表的含义的情况仍然存在的基本问题。拟议的研究跨电生理数据，计算建模和人类神经心理学的桥接旨在检验以下假设：促使学习依赖一个系统或另一个系统的关键因素是响应反馈反馈的时机。本文的研究试图通过系统地研究反馈时间（直接与延迟）如何调节学习和记忆的不同方面，以检验这一假设。我们的模型系统是健康的老年人和患有帕金森氏病的人，他们的BG功能中断但具有完整的MTL功能。我们将通过研究多巴胺能药物如何调节帕金森患者的反馈学习，进一步检查慢性和急性多巴胺扰动。最后，我们旨在确定在不同延迟条件下涉及的认知机制，以比较增量和情节学习。预期的结果有望增强我们对支持基于反馈学习的认知和神经系统的理解，以及如何通过BG功能障碍和多巴胺能机制调节这些学习。公共卫生相关性：帕金森氏病的特征是一系列学习缺陷。最终的发现将为这些缺陷的性质和可能原因以及药物影响如何。了解基于反馈的学习的基本机制也与影响大部分人群的其他疾病有关，例如阿尔茨海默氏病，抑郁症和精神分裂症，所有这些都以学习和记忆问题为特征。通过了解反馈信息的变化以及大脑化学如何影响这一学习，我们如何以不同的方式学习，我们可以更好地了解如何帮助已经患有此类疾病的人并为将来的更好治疗做出贡献。