The algorithmic neuroanatomy of action-outcome learning

2017 ◽  
Author(s):  
Richard W. Morris ◽  
Amir Dezfouli ◽  
Kristi R Griffiths ◽  
Mike E Le Pelley ◽  
Bernard W Balleine

AbstractAlthough it is well known that animals can encode the consequences of their actions and can use this information to control action selection and evaluation, it is not known what learning rules control action-outcome (AO) learning. Here we trained participants to encode specific AO associations whilst undergoing functional imaging (fMRI) and used computational modelling to evaluate competing models. This analysis revealed that a Kalman filter, which learned the unique causal effect of each action, best characterized AO learning and found the medial prefrontal cortex differentiated the unique effect of actions from background effects. We subsequently extended these findings to show that mPFC participated in a circuit with parietal cortex and caudate nucleus to segregate distinct contributions to AO learning. The results extend our understanding of goal-directed learning and demonstrate that sensitivity to the causal relationship between actions and outcomes guides goal-directed learning rather than contiguous state-action relations.


2021 ◽  
Author(s):  
Hans Kirschner ◽  
Adrian G Fischer ◽  
Markus Ullsperger

Optimal decision making in complex environments requires dynamic learning from unexpected events. To speed up learning, we should heavily weight information that indicates state-action-outcome contingency changes and ignore uninformative fluctuations in the environment. Often, however, unrelated information is hard to ignore and can potentially bias our learning. Here we used computational modelling and EEG to investigate learning behaviour in a modified probabilistic choice task that introduced two types of unexpected events that were irrelevant for optimal task performance, but nevertheless could potentially bias learning: pay-out magnitudes were varied randomly and, occasionally, feedback presentation was enhanced by visual surprise. We found that participants' overall good learning performance was biased by distinct effects of these non-normative factors. On the neural level, these parameters are represented in a dynamic and spatiotemporally dissociable sequence of EEG activity. Later in feedback processing the different streams converged on a central to centroparietal positivity reflecting a final pathway of adaptation that governs future behaviour.



Crisis ◽  
2019 ◽  
Vol 40 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Kevin S. Kuehn ◽  
Annelise Wagner ◽  
Jennifer Velloza

Abstract. Background: Suicide is the second leading cause of death among US adolescents aged 12–19 years. Researchers would benefit from a better understanding of the direct effects of bullying and e-bullying on adolescent suicide to inform intervention work. Aims: To explore the direct and indirect effects of bullying and e-bullying on adolescent suicide attempts (SAs) and to estimate the magnitude of these effects controlling for significant covariates. Method: This study uses data from the 2015 Youth Risk Behavior Surveillance Survey (YRBS), a nationally representative sample of US high school youth. We quantified the association between bullying and the likelihood of SA, after adjusting for covariates (i.e., sexual orientation, obesity, sleep, etc.) identified with the PC algorithm. Results: Bullying and e-bullying were significantly associated with SA in logistic regression analyses. Bullying had an estimated average causal effect (ACE) of 2.46%, while e-bullying had an ACE of 4.16%. Limitations: Data are cross-sectional and temporal precedence is not known. Conclusion: These findings highlight the strong association between bullying, e-bullying, and SA.



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