Learning to learn about uncertain feedback

The Difference an Explanation Makes: Verbal Debrief Effects When Children Cope with Uncertainty

Previous research showed that uncertain, stochastic feedback drastically reduces children's performance. Here, 145 children from 7 to 11 years learned sets of sequences of four left-right button presses, each press followed by a red/green signal. After each of the 15% randomly false feedback trials, children received a verbal debrief that it was either (1) a mistake, or (2) a lie, or (3) received a reassuring comment for 85% correct trials. The control group received no verbal debrief. In the stochastic condition children reflected more on previous trials than with 100% correct feedback. Verbal debriefs helped children to overcome the deterioration of the first two repetitions. Mistakes were discarded and therefore the most helpful comment. Lie debriefs yielded the most reflection on previous experience. Reassurance comments were not quite as efficient.

Complementary contributions of basolateral amygdala and orbitofrontal cortex to value learning under uncertainty

We make choices based on the values of expected outcomes, informed by previous experience in similar settings. When the outcomes of our decisions consistently violate expectations, new learning is needed to maximize rewards. Yet not every surprising event indicates a meaningful change in the environment. Even when conditions are stable overall, outcomes of a single experience can still be unpredictable due to small fluctuations (i.e., expected uncertainty) in reward or costs. In the present work, we investigate causal contributions of the basolateral amygdala (BLA) and orbitofrontal cortex (OFC) in rats to learning under expected outcome uncertainty in a novel delay-based task that incorporates both predictable fluctuations and directional shifts in outcome values. We demonstrate that OFC is required to accurately represent the distribution of wait times to stabilize choice preferences despite trial-by-trial fluctuations in outcomes, whereas BLA is necessary for the facilitation of learning in response to surprising events.

DOI:http://dx.doi.org/10.7554/eLife.27483.001

Nobody likes waiting – we opt for online shopping to avoid standing in lines, grow impatient in traffic, and often prefer restaurants that serve food quickly. When making decisions, humans and other animals try to maximize the benefits by weighing up the costs and rewards associated with a situation. Many regions in the brain help us choose the best options based on quality and size of rewards, and required waiting times. Even before we make decisions, the activity in these brain regions predicts what we will choose.

Sometimes, however, unexpected changes can lead to longer waiting times and our preferences suddenly become less desirable. The brain can detect such changes by comparing the outcomes we anticipate to those we experience. When the outcomes are surprising, specific areas in the brain such as the amygdala and the orbitofrontal cortex help us learn to make better choices. However, as surprising events can occur purely by chance, we need to be able to ignore irrelevant surprises and only learn from meaningful ones. Until now, it was not clear whether the amygdala and orbitofrontal cortex play specific roles in successfully learning under such conditions.

Stolyarova and Izquierdo trained rats to select between two images and rewarded them with sugar pellets after different delays. If rats chose one of these images they received the rewards after a predictable delay that was about 10 seconds, while choosing the other one produced variable delays – sometimes the time intervals were either very short or very long. Then, the waiting times for one of the alternatives changed unexpectedly. Rats with healthy brains quickly learned to choose the option with the shorter waiting time.

Stolyarova and Izquierdo repeated the experiments with rats that had damage in a part of the amygdala. These rats learned more slowly, particularly when the variable option changed for the better. Rats with damage to the orbitofrontal cortex failed to learn at all. Stolyarova and Izquierdo then examined the rats’ behavior during delays. Rats with damage to the orbitofrontal cortex could not distinguish between meaningful and irrelevant surprises and always looked for the food pellet (i.e. anticipated a reward) at the average delay interval.

These findings highlight two brain regions that help us distinguish meaningful surprises from irrelevant ones. A next step will be to examine how the amygdala and orbitofrontal cortex interact during learning and see if changes to the activity of these brain regions may affect responses. Advanced methods to non-invasively manipulate brain activity in humans may help people who find it hard to cope with changes; or individuals suffering from substance use disorders, who often struggle to give up drugs that provide them immediate and predictable rewards.

DOI:http://dx.doi.org/10.7554/eLife.27483.002