Contributions of the hippocampus and the striatum to simple association and frequency-based learning

Action Segmentation in the Brain: The Role of Object-Action Associations

Motion information has been argued to be central to the subjective segmentation of observed actions. Concerning object-directed actions, object-associated action information might as well inform efficient action segmentation and prediction. The present study compared the segmentation and neural processing of object manipulations and equivalent dough ball manipulations to elucidate the effect of object-action associations. Behavioral data corroborated that objective relational changes in the form of (un-)touchings of objects, hand, and ground represent meaningful anchor points in subjective action segmentation rendering them objective marks of meaningful event boundaries. As expected, segmentation behavior became even more systematic for the weakly informative dough. fMRI data were modeled by critical subjective, and computer-vision-derived objective event boundaries. Whole-brain as well as planned ROI analyses showed that object information had significant effects on how the brain processes these boundaries. This was especially pronounced at untouchings, that is, events that announced the beginning of the upcoming action and might be the point where competing predictions are aligned with perceptual input to update the current action model. As expected, weak object-action associations at untouching events were accompanied by increased biological motion processing, whereas strong object-action associations came with an increased contextual associative information processing, as indicated by increased parahippocampal activity. Interestingly, anterior inferior parietal lobule activity increased for weak object-action associations at untouching events, presumably because of an unrestricted number of candidate actions for dough manipulation. Our findings offer new insights into the significance of objects for the segmentation of action.

The influence of stimulus complexity on the effectiveness of visual associative learning

Visually guided equivalence learning is a special type of associative learning, which can be evaluated using the Rutgers Acquired Equivalence Test (RAET) among other tests. RAET applies complex stimuli (faces and colored fish) between which the test subjects build associations. The complexity of these stimuli offers the test subject several clues that might ease association learning. To reduce the number of such clues, we developed an equivalence learning test (Polygon), which is structured as RAET but uses simple grayscale geometric shapes instead of faces and colored fish. In this study, we compared the psychophysical performances of the same healthy volunteers in both RAET and Polygon test. Equivalence learning, which is a basal ganglia-associated form of learning, appears to be strongly influenced by the complexity of the visual stimuli. The simple geometric shapes were associated with poor performance as compared to faces and fish. However, the difference in stimulus complexity did not affect performance in the retrieval and transfer parts of the test phase, which are assumed to be mediated by the hippocampi.

Touching events predict human action segmentation in brain and behavior

Recognizing the actions of others depends on segmentation into meaningful events. After decades of research in this area, it remains still unclear how humans do this and which brain areas support underlying processes. Here we show that a computer vision-based model of touching and untouching events can predict human behavior in segmenting object manipulation actions with high accuracy. Using this computational model and functional Magnetic Resonance Imaging (fMRI), we pinpoint the neural networks underlying this segmentation behavior during an implicit action observation task. Segmentation was announced by a strong increase of visual activity at touching events followed by the engagement of frontal, hippocampal and insula regions, signaling updating expectation at subsequent untouching events. Brain activity and behavior show that touching-untouching motifs are critical features for identifying the key elements of actions including object manipulations.

Multisensory guided associative learning in healthy humans

Associative learning is a basic cognitive function by which discrete and often different percepts are linked together. The Rutgers Acquired Equivalence Test investigates a specific kind of associative learning, visually guided equivalence learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, which are associated primarily with the function of the basal ganglia and the hippocampi, respectively. Earlier studies described that both fundamentally-involved brain structures in the visual associative learning, the basal ganglia and the hippocampi, receive not only visual but also multisensory information. However, no study has investigated whether there is a priority for multisensory guided equivalence learning compared to unimodal ones. Thus we had no data about the modality-dependence or independence of the equivalence learning. In the present study, we have therefore introduced the auditory- and multisensory (audiovisual)-guided equivalence learning paradigms and investigated the performance of 151 healthy volunteers in the visual as well as in the auditory and multisensory paradigms. Our results indicated that visual, auditory and multisensory guided associative learning is similarly effective in healthy humans, which suggest that the acquisition phase is fairly independent from the modality of the stimuli. On the other hand, in the test phase, where participants were presented with acquisitions that were learned earlier and associations that were until then not seen or heard but predictable, the multisensory stimuli elicited the best performance. The test phase, especially its generalization part, seems to be a harder cognitive task, where the multisensory information processing could improve the performance of the participants.

Adolescent and adult drivers' mobile phone use while driving with different interlocutors

PURPOSE

We examined the frequency of adolescents' and their parents' mobile phone use while driving (MPUWD) in the context of their peer and parent-child interlocutors (i.e., communication partners), considering individual differences in perceived risk and symptoms of technology addiction.

METHODS

Ninety-four participants (47 parent-adolescent dyads) completed a survey battery measuring their symptoms of technology addiction, perceived risk of MPUWD, and MPUWD with family members and with their peers as assessed via the proportion of trips when drivers used a mobile phone to communicate.

RESULTS

For both adolescents and their parents across both types of interlocutors (parent-child, peer), stronger risk perceptions were associated with less MPUWD, and stronger symptoms of technology addiction were associated with more MPUWD. A three-way interaction among technology addiction, interlocutor (parent-child, peer), and driver (parent, adolescent) was observed. For adolescents, the association between technology addiction and MPUWD was significantly stronger for MPUWD with their peers than it was for their MPUWD with their parents; this association was not observed for parents. Parents engaged in MPUWD with their children as frequently as adolescents engaged in MPUWD with their peers.

CONCLUSIONS

Symptoms of technology addiction play a stronger role for adolescents' MPUWD with their peers than it does for adolescents' MPUWD with their parents. These and other driver-by-interlocutor interactions should be considered in future research on distracted driving and in prevention efforts.

Beyond What Develops When

There is no single methodology that can fully explain the nature of human development and learning. Yet, headway is being made on how cognitive milestones are achieved during development with the use of magnetic resonance imaging (MRI) technology. With this methodology, it is possible to assess changes in brain structure, function, and connectivity. Recent findings suggest that both progressive and regressive processes—as opposed to simple linear patterns of change—underlie changes in cognitive abilities. Functional MRI studies suggest that both biological maturation and learning correspond to a fine-tuning of neural systems with enhanced recruitment of task-relevant regions. This fine-tuning of cortical systems corresponds with their enhanced connectivity with cortical and subcortical circuitry. In sum, imaging has helped to move the field of cognitive development beyond questions of what develops and when, to how these changes may occur.

The neural signature of information regularity in temporally extended event sequences

Statistical regularities exist at different timescales in temporally unfolding event sequences. Recent studies have identified brain regions that are sensitive to the levels of regularity in sensory inputs, enabling the brain to construct a representation of environmental structure and adaptively generate actions or predictions. However, the temporal specificity of the statistical regularity to which the brain responds remains largely unknown. This uncertainty applies to the regularities of sensory inputs as well as instrumental actions. Here, we used fMRI to investigate the neural correlates of regularity in sequences of task events and action selections in a visuomotor choice task. We quantified timescale-dependent regularity measures by calculating Shannon's entropy and surprise from a sliding-window of consecutive task events and actions. Activity in the frontopolar cortex negatively correlated with the entropy in action selection, while activity in the temporoparietal junction, the striatum, and the cerebellum negatively correlated with the entropy in stimulus events at longer timescales. In contrast, activity in the supplementary motor area, the superior frontal gyrus, and the superior parietal lobule was positively correlated with the surprise of each stimulus across different timescales. The results suggest a spatial distribution of regions sensitive to various information regularities according to a temporal hierarchy, which may play a central role in concurrently monitoring the regularity in previous and current events over different timescales to optimize behavioral control in a dynamic environment.

Preschoolers with Down syndrome do not yet show the learning and memory impairments seen in adults with Down syndrome

Individuals with Down syndrome (DS) exhibit a behavioral phenotype of specific strengths and weaknesses, in addition to a generalized cognitive delay. In particular, adults with DS exhibit specific deficits in learning and memory processes that depend on the hippocampus, and there is some suggestion of impairments on executive function tasks that depend on the prefrontal cortex. While these functions have been investigated in adults with DS, it is largely unclear how these processes develop in young children with DS. Here we tested preschoolers with DS and typically developing children, age-matched on either receptive language or non-verbal scores as a proxy for mental age (MA), on a battery of eye-tracking and behavioral measures that have been shown to depend on the hippocampus or the prefrontal cortex. Preschoolers with DS performed equivalently to MA-matched controls, suggesting that the disability-specific memory deficits documented in adults with DS, in addition to a cognitive delay, are not yet evident in preschoolers with DS, and likely emerge progressively with age. Our results reinforce the idea that early childhood may be a critical time frame for targeted early intervention. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=r6GUA6my22Q&list=UU3FIcom6UpITHZOIEa8Onnw.

Hippocampal networks habituate as novelty accumulates

Novelty detection, a critical computation within the medial temporal lobe (MTL) memory system, necessarily depends on prior experience. The current study used functional magnetic resonance imaging (fMRI) in humans to investigate dynamic changes in MTL activation and functional connectivity as experience with novelty accumulates. fMRI data were collected during a target detection task: Participants monitored a series of trial-unique novel and familiar scene images to detect a repeating target scene. Even though novel images themselves did not repeat, we found that fMRI activations in the hippocampus and surrounding cortical MTL showed a specific, decrementing response with accumulating exposure to novelty. The significant linear decrement occurred for the novel but not the familiar images, and behavioral measures ruled out a corresponding decline in vigilance. Additionally, early in the series, the hippocampus was inversely coupled with the dorsal striatum, lateral and medial prefrontal cortex, and posterior visual processing regions; this inverse coupling also habituated as novelty accumulated. This novel demonstration of a dynamic adjustment in neural responses to novelty suggests a similarly dynamic allocation of neural resources based on recent experience.

Adjusting behavior to changing environmental demands with development

Plasticity refers to changes in the brain that enable an organism to adapt its behavior in the face of changing environmental demands. The evolutionary role of plasticity is to provide the cognitive flexibility to learn from experiences, to monitor the world based on learned predictions, and adjust actions when these predictions are violated. Both progressive (myelination) and regressive (synaptic pruning) brain changes support this type of adaptation. Experience-driven changes in neural connections underlie the ability to learn and update thoughts and behaviors throughout life. Many cognitive and behavioral indices exhibit nonlinear life-span trajectories, suggesting the existence of specific sensitive developmental periods of heightened plasticity. We propose that age-related differences in learning capabilities and behavioral performance reflect the distinct maturational timetable of subcortical learning systems and modulatory prefrontal regions. We focus specifically on the developmental transition of adolescence, during which individuals experience difficulty flexibly adjusting their behavior when confronted with unexpected and emotionally salient events. In this article, we review the findings illustrating this phenomenon and how they vary by individual.

Differential association of postsynaptic signaling protein complexes in striatum and hippocampus

Distinct physiological stimuli are required for bidirectional synaptic plasticity in striatum and hippocampus, but differences in the underlying signaling mechanisms are poorly understood. We have begun to compare levels and interactions of key excitatory synaptic proteins in whole extracts and subcellular fractions isolated from micro-dissected striatum and hippocampus. Levels of multiple glutamate receptor subunits, calcium/calmodulin-dependent protein kinase II (CaMKII), a highly abundant serine/threonine kinase, and spinophilin, a F-actin and protein phosphatase 1 (PP1) binding protein, were significantly lower in striatal extracts, as well as in synaptic and/or extrasynaptic fractions, compared with similar hippocampal extracts/fractions. However, CaMKII interactions with spinophilin were more robust in striatum compared with hippocampus, and this enhanced association was restricted to the extrasynaptic fraction. NMDAR GluN2B subunits associate with both spinophilin and CaMKII, but spinophilin-GluN2B complexes were enriched in extrasynaptic fractions whereas CaMKII-GluN2B complexes were enriched in synaptic fractions. Notably, the association of GluN2B with both CaMKII and spinophilin was more robust in striatal extrasynaptic fractions compared with hippocampal extrasynaptic fractions. Selective differences in the assembly of synaptic and extrasynaptic signaling complexes may contribute to differential physiological regulation of excitatory transmission in striatum and hippocampus.

Learning to sample: eye tracking and fMRI indices of changes in object perception

We used an fMRI/eye-tracking approach to examine the mechanisms involved in learning to segment a novel, occluded object in a scene. Previous research has suggested a role for effective visual sampling and prior experience in the development of mature object perception. However, it remains unclear how the naive system integrates across variable sampled experiences to induce perceptual change. We generated a Target Scene in which a novel occluded Target Object could be perceived as either "disconnected" or "complete." We presented one group of participants with this scene in alternating sequence with variable visual experience: three Paired Scenes consisting of the same Target Object in variable rotations and states of occlusion. A second control group was presented with similar Paired Scenes that did not incorporate the Target Object. We found that, relative to the Control condition, participants in the Training condition were significantly more likely to change their percept from "disconnected" to "connected," as indexed by pretraining and posttraining test performance. In addition, gaze patterns during Target Scene inspection differed as a function of variable object exposure. We found increased looking to the Target Object in the Training compared with the Control condition. This pattern was not restricted to participants who changed their initial "disconnected" object percept. Neuroimaging data suggest an involvement of the hippocampus and BG, as well as visual cortical and fronto-parietal regions, in using ongoing regular experience to enable changes in amodal completion.

Neurocognitive development of risk aversion from early childhood to adulthood

Human adults tend to avoid risk. In behavioral economic studies, risk aversion is manifest as a preference for sure gains over uncertain gains. However, children tend to be less averse to risk than adults. Given that many of the brain regions supporting decision-making under risk do not reach maturity until late adolescence or beyond it is possible that mature risk-averse behavior may emerge from the development of decision-making circuitry. To explore this hypothesis, we tested 5- to 8-year-old children, 14- to 16-year-old adolescents, and young adults in a risky-decision task during functional magnetic resonance imaging (fMRI) data acquisition. To our knowledge, this is the youngest sample of children in an fMRI decision-making task. We found a number of decision-related brain regions to increase in activation with age during decision-making, including areas associated with contextual memory retrieval and the incorporation of prior outcomes into the current decision-making strategy, e.g., insula, hippocampus, and amygdala. Further, children who were more risk-averse showed increased activation during decision-making in ventromedial prefrontal cortex and ventral striatum. Our findings indicate that the emergence of adult levels of risk aversion co-occurs with the recruitment of regions supporting decision-making under risk, including the integration of prior outcomes into current decision-making behavior. This pattern of results suggests that individual differences in the development of risk aversion may reflect differences in the maturation of these neural processes.

Parallel contributions of distinct human memory systems during probabilistic learning

Regions within the medial temporal lobe and basal ganglia are thought to subserve distinct memory systems underlying declarative and nondeclarative processes, respectively. One question of interest is how these multiple memory systems interact during learning to contribute to goal directed behavior. While some hypotheses suggest that regions such as the striatum and the hippocampus interact in a competitive manner, alternative views posit that these structures may operate in a parallel manner to facilitate learning. In the current experiment, we probed the functional connectivity between regions in the striatum and hippocampus in the human brain during an event related probabilistic learning task that varied with respect to type of difficulty (easy or hard cues) and type of learning (via feedback or observation). We hypothesized that the hippocampus and striatum would interact in a parallel manner during learning. We identified regions of interest (ROI) in the striatum and hippocampus that showed an effect of cue difficulty during learning and found that such ROIs displayed a similar pattern of blood oxygen level dependent (BOLD) responses, irrespective of learning type, and were functionally correlated as assessed by a Granger causality analysis. Given the connectivity of both structures with dopaminergic midbrain centers, we further applied a reinforcement learning algorithm often used to highlight the role of dopamine in human reward related learning paradigms. Activity in both the striatum and hippocampus positively correlated with a prediction error signal during feedback learning. These results suggest that distinct human memory systems operate in parallel during probabilistic learning, and may act synergistically particularly when a violation of expectation occurs, to jointly contribute to learning and decision making.

Overheard Cell-Phone Conversations

Why are people more irritated by nearby cell-phone conversations than by conversations between two people who are physically present? Overhearing someone on a cell phone means hearing only half of a conversation—a “halfalogue.” We show that merely overhearing a halfalogue results in decreased performance on cognitive tasks designed to reflect the attentional demands of daily activities. By contrast, overhearing both sides of a cell-phone conversation or a monologue does not result in decreased performance. This may be because the content of a halfalogue is less predictable than both sides of a conversation. In a second experiment, we controlled for differences in acoustic factors between these types of overheard speech, establishing that it is the unpredictable informational content of halfalogues that results in distraction. Thus, we provide a cognitive explanation for why overheard cell-phone conversations are especially irritating: Less-predictable speech results in more distraction for a listener engaged in other tasks.

Implicit learning of predictive relationships in three-element visual sequences by young and old adults

Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence learning in young and older adults. In the TLT, people respond only to the last target event in a series of discrete, 3-event sequences or triplets. Target predictability is manipulated by varying the triplet frequency (joint probability) and/or the statistical relationships (conditional probabilities) among events within the triplets. Results reveal that both groups learned, though older adults showed less learning of both joint and conditional probabilities. Young people used the statistical information in both cues, but older adults relied primarily on information in the 2nd cue alone. The authors conclude that the TLT complements and extends the SRTT and other tasks by offering flexibility in the kinds of sequential statistical regularities that may be studied as well as by controlling event timing and eliminating motor response sequencing.

Interactive memory systems and category learning in schizophrenia

Schizophrenia is a devastating mental disorder with multiple facets, including the impairment of learning and memory. Recent evidence suggests that information is processed and represented by multiple interacting memory systems in the brain, including prefrontal cortex, basal ganglia, and medial temporal lobe. These structures are critical in the pathophysiology of schizophrenia. Whereas executive and declarative memory dysfunctions are well known in schizophrenia, habit learning deficits related to the basal ganglia are less clear, despite the fact that dopaminergic and other neurochemical processes in the basal ganglia may play a crucial role in the pathophysiology and pharmacology of schizophrenia. In this article, I propose that the investigation of different classification learning functions, including reward- and feedback-guided learning and acquired equivalence learning, may shed light on the neuropsychology, pathophysiology, pharmacology, and behavioral genetics of schizophrenia.

Striatal function in generalized social phobia: a functional magnetic resonance imaging study

BACKGROUND

Although evidence suggests the involvement of the amygdala in generalized social phobia (GSP), few studies have examined other neural regions. Clinical, preclinical, and dopamine receptor imaging studies demonstrating altered dopaminergic functioning in GSP suggest an association with striatal dysfunction. This is the first functional magnetic resonance imaging (fMRI) study to use a cognitive task known to involve the striatum to examine the neural correlates of GSP. We examined whether subjects with GSP had differential activation in striatal regions compared with healthy control subjects while engaged in a cognitive task that has been shown to activate striatal regions reliably.

METHODS

Ten adult, unmedicated subjects with a primary DSM-IV diagnosis of GSP and 10 age-, gender-, and education-matched healthy comparison subjects underwent fMRI while performing the implicit sequence learning task.

RESULTS

The GSP and healthy comparison subjects did not differ significantly on the behavioral performance of the task. Subjects with GSP, however, had significantly reduced neural activation related to implicit learning compared with healthy comparison subjects in the left caudate head, left inferior parietal lobe, and bilateral insula.

CONCLUSIONS

These findings support the hypothesis that GSP is associated with striatal dysfunction and further the neurobiological understanding of this complex anxiety disorder.

Contribution of familiarity and recollection to associative recognition memory: insights from event-related potentials

Within the dual-process perspective of recognition memory, it has been claimed that familiarity is sufficient to support recognition of single items, but recollection is necessary for associative recognition of item pairs. However, there are some reports suggesting that familiarity might support associative recognition judgments when the items form an easy to access bound representation. In contrast, recollection seems to be required for the recognition of bindings that might be flexibly rearranged in novel situations. We investigated whether both forms of binding are mediated by different mechanisms as reflected by a qualitatively different spatiotemporal eventrelated potential (ERP) pattern. In a recognition memory experiment, subjects gave old/new judgments to words learned by focusing either on interitem associations or on size relation of word triplets. Results revealed higher hit rates in the relational condition as compared to the associative condition. In addition, the proportion of triplets from which all three items were remembered was significantly larger in the relational condition suggesting that memory retrieval in this condition relies primarily on bound representations of word triplets. The ERP revealed a late parietal old/new effect for both conditions, with relational processing resulting in a greater effect. In contrast, an early frontal old/new effect was solely present in the associative condition. Taken together, these data provide evidence that familiarity might support associative recognition if the associated components are coherently encoded into a bound representation. Recollection might foster the recognition of relational bindings among items. This indicates that the contribution of familiarity and recollection to associative recognition depends on the kind of binding operations performed on the items rather than on the single versus multiple item distinction.

The connection between the hippocampal and the striatal memory systems of the brain: A review of recent findings

Two major memory systems have been recognized over the years (Squire, in Memory and Brain, 1987): the declarative memory system, which is under the control of the hippocampus and related temporal lobe structures, and the procedural or habit memory system, which is under the control of the striatum and its connections (Mishkin et al., in Neurobiology of Learning by G Lynch et al., 1984; Knowlton et al., Science 273:1399, 1996). Most if not all learning tasks studied in animals, however, involve either the performance or the suppression of movement. Animals acquire connections between environmental or discrete sensory cues (conditioned stimuli, CSs) and emotionally or otherwise significant stimuli (unconditioned stimuli, USs). As a result, they learn to perform or to inhibit the performance of certain motor responses to the CS which, when learned well, become what can only be called habits (Mishkin et al., 1984): to regularly walk or swim to a place or away from a place, or to inhibit one or several forms of movement. These responses can be viewed as conditioned responses (CRs) and may sometimes be very complex. This is of course also seen in humans: people learn how to play on a keyboard in response to a mental or written script and perform the piano or write a text; with practice, the performance improves and eventually reaches a high criterion and becomes a habit, performed almost if not completely without awareness. Commuting to school in a big city in the shortest possible time and eschewing the dangers is a complex learning that children acquire to the point of near-perfection. It is agreed that the rules that connect the perception of the CS and the expression of the CR change from their first association to those that take place when the task is mastered. Does this change of rules involve a switch from one memory system to another? Are different brain systems used the first time one plays a sonata or goes to school as compared with the 100th time? Here we will comment on: 1) reversal learning in the Morris water maze (MWM), in which the declarative or spatial component of a task is changed but the procedural component (to swim) persists and needs to be re-linked with a different set of spatial cues; and 2) a series of observations on an inhibitory avoidance task that indicate that the brain systems involved change with further learning.

Cortical control of motor sequences

The neural substrate of sequence learning is well known. However, we lack a clear understanding of the detailed functional properties of many of the areas involved. The reason for this discrepancy lies, in part, in the fact that two types of processes, implicit and explicit, subserve motor sequence learning, and these often interact with each other. The most significant recent advances have been the elucidation of the very complex relationships between medial motor areas and the temporal and ordinal control of sequences, and the demonstration that motor cortex is an important site for sequence storage and production. The challenge for the future will be to develop a coherent and internally consistent theory of sequence control.

The role of ventral frontostriatal circuitry in reward-based learning in humans

This study examined changes in behavior and neural activity with reward learning. Using an event-related functional magnetic resonance imaging paradigm, we show that the nucleus accumbens, thalamus, and orbital frontal cortex are each sensitive to reward magnitude, with the accumbens showing the greatest discrimination between reward values. Mean reaction times were significantly faster to cues predicting the greatest reward and slower to cues predicting the smallest reward. This behavioral change over the course of the experiment was paralleled by a shift in peak in accumbens activity from anticipation of the reward (immediately after the response), to the cue predicting the reward. The orbitofrontal and thalamic regions peaked in anticipation of the reward throughout the experiment. Our findings suggest discrete functions of regions within basal ganglia thalamocortical circuitry in adjusting behavior to maximize reward.