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Formal learning theory dissociates brain regions with different temporal integration

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Formal learning theory dissociates brain regions with different temporal integration. / Gläscher, Jan; Büchel, Christian.

in: NEURON, Jahrgang 47, Nr. 2, 21.07.2005, S. 295-306.

Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung

Harvard

Gläscher, J & Büchel, C 2005, 'Formal learning theory dissociates brain regions with different temporal integration', NEURON, Jg. 47, Nr. 2, S. 295-306. https://doi.org/10.1016/j.neuron.2005.06.008

APA

Gläscher, J., & Büchel, C. (2005). Formal learning theory dissociates brain regions with different temporal integration. NEURON, 47(2), 295-306. https://doi.org/10.1016/j.neuron.2005.06.008

Vancouver

Gläscher J, Büchel C. Formal learning theory dissociates brain regions with different temporal integration. NEURON. 2005 Jul 21;47(2):295-306. https://doi.org/10.1016/j.neuron.2005.06.008

Bibtex

@article{95df82b3d5e14f4eb953755862a292cf,
title = "Formal learning theory dissociates brain regions with different temporal integration",
abstract = "Learning can be characterized as the extraction of reliable predictions about stimulus occurrences from past experience. In two experiments, we investigated the interval of temporal integration of previous learning trials in different brain regions using implicit and explicit Pavlovian fear conditioning with a dynamically changing reinforcement regime in an experimental setting. With formal learning theory (the Rescorla-Wagner model), temporal integration is characterized by the learning rate. Using fMRI and this theoretical framework, we are able to distinguish between learning-related brain regions that show long temporal integration (e.g., amygdala) and higher perceptual regions that integrate only over a short period of time (e.g., fusiform face area, parahippocampal place area). This approach allows for the investigation of learning-related changes in brain activation, as it can dissociate brain areas that differ with respect to their integration of past learning experiences by either computing long-term outcome predictions or instantaneous reinforcement expectancies.",
keywords = "Adult, Brain, Brain Mapping, Conditioning, Classical, Fear, Functional Laterality, Galvanic Skin Response, Humans, Image Processing, Computer-Assisted, Learning, Magnetic Resonance Imaging, Male, Memory, Short-Term, Models, Neurological, Nonlinear Dynamics, Oxygen, Photic Stimulation, Predictive Value of Tests, Psychomotor Performance, Regression Analysis, Reinforcement (Psychology)",
author = "Jan Gl{\"a}scher and Christian B{\"u}chel",
year = "2005",
month = jul,
day = "21",
doi = "10.1016/j.neuron.2005.06.008",
language = "English",
volume = "47",
pages = "295--306",
journal = "NEURON",
issn = "0896-6273",
publisher = "Cell Press",
number = "2",

}

RIS

TY - JOUR

T1 - Formal learning theory dissociates brain regions with different temporal integration

AU - Gläscher, Jan

AU - Büchel, Christian

PY - 2005/7/21

Y1 - 2005/7/21

N2 - Learning can be characterized as the extraction of reliable predictions about stimulus occurrences from past experience. In two experiments, we investigated the interval of temporal integration of previous learning trials in different brain regions using implicit and explicit Pavlovian fear conditioning with a dynamically changing reinforcement regime in an experimental setting. With formal learning theory (the Rescorla-Wagner model), temporal integration is characterized by the learning rate. Using fMRI and this theoretical framework, we are able to distinguish between learning-related brain regions that show long temporal integration (e.g., amygdala) and higher perceptual regions that integrate only over a short period of time (e.g., fusiform face area, parahippocampal place area). This approach allows for the investigation of learning-related changes in brain activation, as it can dissociate brain areas that differ with respect to their integration of past learning experiences by either computing long-term outcome predictions or instantaneous reinforcement expectancies.

AB - Learning can be characterized as the extraction of reliable predictions about stimulus occurrences from past experience. In two experiments, we investigated the interval of temporal integration of previous learning trials in different brain regions using implicit and explicit Pavlovian fear conditioning with a dynamically changing reinforcement regime in an experimental setting. With formal learning theory (the Rescorla-Wagner model), temporal integration is characterized by the learning rate. Using fMRI and this theoretical framework, we are able to distinguish between learning-related brain regions that show long temporal integration (e.g., amygdala) and higher perceptual regions that integrate only over a short period of time (e.g., fusiform face area, parahippocampal place area). This approach allows for the investigation of learning-related changes in brain activation, as it can dissociate brain areas that differ with respect to their integration of past learning experiences by either computing long-term outcome predictions or instantaneous reinforcement expectancies.

KW - Adult

KW - Brain

KW - Brain Mapping

KW - Conditioning, Classical

KW - Fear

KW - Functional Laterality

KW - Galvanic Skin Response

KW - Humans

KW - Image Processing, Computer-Assisted

KW - Learning

KW - Magnetic Resonance Imaging

KW - Male

KW - Memory, Short-Term

KW - Models, Neurological

KW - Nonlinear Dynamics

KW - Oxygen

KW - Photic Stimulation

KW - Predictive Value of Tests

KW - Psychomotor Performance

KW - Regression Analysis

KW - Reinforcement (Psychology)

U2 - 10.1016/j.neuron.2005.06.008

DO - 10.1016/j.neuron.2005.06.008

M3 - SCORING: Journal article

C2 - 16039570

VL - 47

SP - 295

EP - 306

JO - NEURON

JF - NEURON

SN - 0896-6273

IS - 2

ER -