Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala
Abstract
Socially-conveyed rules and instructions strongly shape expectations and emotions. Yet most neuroscientific studies of learning consider reinforcement history alone, irrespective of knowledge acquired through other means. We examined fear conditioning and reversal in humans to test whether instructed knowledge modulates the neural mechanisms of feedback-driven learning. One group was informed about contingencies and reversals. A second group learned only from reinforcement. We combined quantitative models with functional magnetic resonance imaging and found that instructions induced dissociations in the neural systems of aversive learning. Responses in striatum and orbitofrontal cortex updated with instructions and correlated with prefrontal responses to instructions. Amygdala responses were influenced by reinforcement similarly in both groups and did not update with instructions. Results extend work on instructed reward learning and reveal novel dissociations that have not been observed with punishments or rewards. Findings support theories of specialized threat-detection and may have implications for fear maintenance in anxiety.
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Ethics
Human subjects: Informed consent was obtained from all subjects. Research was approved by New York University's Institutional Review Board.
Reviewing Editor
- Timothy EJ Behrens, University College London, United Kingdom
Publication history
- Received: February 11, 2016
- Accepted: May 8, 2016
- Accepted Manuscript published: May 12, 2016 (version 1)
- Version of Record published: June 14, 2016 (version 2)
Copyright
This is an open-access article, free of all copyright, and may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose. The work is made available under the Creative Commons CC0 public domain dedication.
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When forming a memory of an experience that is unfolding over time, we can use our schematic knowledge about the world (constructed based on many prior episodes) to predict what will transpire. We developed a novel paradigm to study how the development of a complex schema influences predictive processes during perception and impacts sequential memory. Participants learned to play a novel board game ('4-in-a-row') across six training sessions, and repeatedly performed a memory test in which they watched and recalled sequences of moves from the game. We found that participants gradually became better at remembering sequences from the game as their schema developed, driven by improved accuracy for schema-consistent moves. Eye tracking revealed that increased predictive eye movements during encoding, which were most prevalent in expert players, were associated with better memory. Our results identify prediction as a mechanism by which schematic knowledge can improve episodic memory.
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