Craig A Taswell, Miriam Janssen, Elisabeth A Murray, Bruno B Averbeck
{"title":"腹侧纹状体和杏仁核在从得失中学习中的激励作用。","authors":"Craig A Taswell, Miriam Janssen, Elisabeth A Murray, Bruno B Averbeck","doi":"10.1037/bne0000558","DOIUrl":null,"url":null,"abstract":"<p><p>The ventral striatum (VS) and amygdala are two structures often implicated as essential structures for learning. The literature addressing the contribution of these areas to learning, however, is not entirely consistent. We propose that these inconsistencies are due to learning environments and the effect they have on motivation. To differentiate aspects of learning from environmental factors that affect motivation, we ran a series of experiments with varying task factors. We compared monkeys (<i>Macaca mulatta</i>) with VS lesions, amygdala lesions, and unoperated controls on reinforcement learning (RL) tasks that involve learning from both gains and losses as well as from deterministic and stochastic schedules of reinforcement. We found that for all three groups, performance varied by experiment. All three groups modulated their behavior in the same directions, to varying degrees, across the three experiments. This behavioral modulation is why we find deficits in some experiments, but not others. The amount of effort animals exhibited differed depending on the learning environment. Our results suggest that the VS is important for the amount of effort animals will give in rich deterministic and relatively leaner stochastic learning enivornments. We also showed that monkeys with amygdala lesions can learn stimulus-based RL in stochastic environments and environments with loss and conditioned reinforcers. These results show that learning environments shape motivation and that the VS is essential for distinct aspects of motivated behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).</p>","PeriodicalId":8739,"journal":{"name":"Behavioral neuroscience","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10363235/pdf/","citationCount":"0","resultStr":"{\"title\":\"The motivational role of the ventral striatum and amygdala in learning from gains and losses.\",\"authors\":\"Craig A Taswell, Miriam Janssen, Elisabeth A Murray, Bruno B Averbeck\",\"doi\":\"10.1037/bne0000558\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The ventral striatum (VS) and amygdala are two structures often implicated as essential structures for learning. The literature addressing the contribution of these areas to learning, however, is not entirely consistent. We propose that these inconsistencies are due to learning environments and the effect they have on motivation. To differentiate aspects of learning from environmental factors that affect motivation, we ran a series of experiments with varying task factors. We compared monkeys (<i>Macaca mulatta</i>) with VS lesions, amygdala lesions, and unoperated controls on reinforcement learning (RL) tasks that involve learning from both gains and losses as well as from deterministic and stochastic schedules of reinforcement. We found that for all three groups, performance varied by experiment. All three groups modulated their behavior in the same directions, to varying degrees, across the three experiments. This behavioral modulation is why we find deficits in some experiments, but not others. The amount of effort animals exhibited differed depending on the learning environment. Our results suggest that the VS is important for the amount of effort animals will give in rich deterministic and relatively leaner stochastic learning enivornments. We also showed that monkeys with amygdala lesions can learn stimulus-based RL in stochastic environments and environments with loss and conditioned reinforcers. These results show that learning environments shape motivation and that the VS is essential for distinct aspects of motivated behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).</p>\",\"PeriodicalId\":8739,\"journal\":{\"name\":\"Behavioral neuroscience\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10363235/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Behavioral neuroscience\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1037/bne0000558\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/5/4 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"BEHAVIORAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral neuroscience","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1037/bne0000558","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/5/4 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0
摘要
腹侧纹状体(VS)和杏仁核这两个结构经常被认为是学习的基本结构。然而,有关这些区域对学习的贡献的文献并不完全一致。我们认为,造成这些不一致的原因是学习环境及其对学习动机的影响。为了将影响学习动机的学习因素与环境因素区分开来,我们进行了一系列任务因素各不相同的实验。我们比较了VS病变猴、杏仁核病变猴和未接受手术的对照组猴在强化学习(RL)任务中的表现,这些任务包括从收益和损失中学习,以及从确定性和随机性的强化计划中学习。我们发现,所有三组人的表现都因实验而异。在这三个实验中,所有三个小组都在不同程度上朝着相同的方向调节自己的行为。这种行为调控是我们在某些实验中发现缺陷,而在其他实验中却没有发现的原因。学习环境不同,动物所表现出的努力程度也不同。我们的结果表明,在丰富的确定性学习环境和相对较少的随机学习环境中,VS 对动物的努力程度非常重要。我们的研究还表明,杏仁核病变的猴子可以在随机环境以及有损失强化物和条件强化物的环境中学习基于刺激的RL。这些结果表明,学习环境塑造了动机,而VS对动机行为的不同方面至关重要。(PsycInfo Database Record (c) 2023 APA, 版权所有)。
The motivational role of the ventral striatum and amygdala in learning from gains and losses.
The ventral striatum (VS) and amygdala are two structures often implicated as essential structures for learning. The literature addressing the contribution of these areas to learning, however, is not entirely consistent. We propose that these inconsistencies are due to learning environments and the effect they have on motivation. To differentiate aspects of learning from environmental factors that affect motivation, we ran a series of experiments with varying task factors. We compared monkeys (Macaca mulatta) with VS lesions, amygdala lesions, and unoperated controls on reinforcement learning (RL) tasks that involve learning from both gains and losses as well as from deterministic and stochastic schedules of reinforcement. We found that for all three groups, performance varied by experiment. All three groups modulated their behavior in the same directions, to varying degrees, across the three experiments. This behavioral modulation is why we find deficits in some experiments, but not others. The amount of effort animals exhibited differed depending on the learning environment. Our results suggest that the VS is important for the amount of effort animals will give in rich deterministic and relatively leaner stochastic learning enivornments. We also showed that monkeys with amygdala lesions can learn stimulus-based RL in stochastic environments and environments with loss and conditioned reinforcers. These results show that learning environments shape motivation and that the VS is essential for distinct aspects of motivated behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).