scholarly journals Neural structure mapping in human probabilistic reward learning

2018 ◽  
Author(s):  
F. Luyckx ◽  
H. Nili ◽  
B. Spitzer ◽  
C. Summerfield

AbstractHumans can learn abstract concepts that describe invariances over relational patterns in data. One such concept, known as magnitude, allows stimuli to be compactly represented by a single dimension (i.e. on a mental line), for example according to their cardinality, size or value. Here, we measured representations of magnitude in humans by recording neural signals whilst they viewed symbolic numbers. During a subsequent reward-guided learning task, the neural patterns elicited by novel complex visual images reflected their pay-out probability in a way that suggested they were encoded onto the same mental number line. Our findings suggest that in humans, learning about values is accompanied by structural alignment of value representations with neural codes for the concept of magnitude.

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Fabrice Luyckx ◽  
Hamed Nili ◽  
Bernhard Spitzer ◽  
Christopher Summerfield

Humans can learn abstract concepts that describe invariances over relational patterns in data. One such concept, known as magnitude, allows stimuli to be compactly represented on a single dimension (i.e. on a mental line). Here, we measured representations of magnitude in humans by recording neural signals whilst they viewed symbolic numbers. During a subsequent reward-guided learning task, the neural patterns elicited by novel complex visual images reflected their payout probability in a way that suggested they were encoded onto the same mental number line, with 'bad' bandits sharing neural representation with 'small' numbers and 'good' bandits with 'large' numbers. Using neural network simulations, we provide a mechanistic model that explains our findings and shows how structural alignment can promote transfer learning. Our findings suggest that in humans, learning about reward probability is accompanied by structural alignment of value representations with neural codes for the abstract concept of magnitude.


2019 ◽  
Author(s):  
Emilie Werlen ◽  
Soon-Lim Shin ◽  
Francois Gastambide ◽  
Jennifer Francois ◽  
Mark D Tricklebank ◽  
...  

AbstractIn an uncertain world, the ability to predict and update the relationships between environmental cues and outcomes is a fundamental element of adaptive behaviour. This type of learning is typically thought to depend on prediction error, the difference between expected and experienced events, and in the reward domain this has been closely linked to mesolimbic dopamine. There is also increasing behavioural and neuroimaging evidence that disruption to this process may be a cross-diagnostic feature of several neuropsychiatric and neurological disorders in which dopamine is dysregulated. However, the precise relationship between haemodynamic measures, dopamine and reward-guided learning remains unclear. To help address this issue, we used a translational technique, oxygen amperometry, to record haemodynamic signals in the nucleus accumbens (NAc) and orbitofrontal cortex (OFC) while freely-moving rats performed a probabilistic Pavlovian learning task. Using a model-based analysis approach to account for individual variations in learning, we found that the oxygen signal in the NAc correlated with a reward prediction error, whereas in the OFC it correlated with an unsigned prediction error or salience signal. Furthermore, an acute dose of amphetamine, creating a hyperdopaminergic state, disrupted rats’ ability to discriminate between cues associated with either a high or a low probability of reward and concomitantly corrupted prediction error signalling. These results demonstrate parallel but distinct prediction error signals in NAc and OFC during learning, both of which are affected by psychostimulant administration. Furthermore, they establish the viability of tracking and manipulating haemodynamic signatures of reward-guided learning observed in human fMRI studies using a proxy signal for BOLD in a freely behaving rodent.


2010 ◽  
Vol 2 (2) ◽  
pp. 261-283 ◽  
Author(s):  
Dedre Gentner ◽  
Stella Christie

AbstractWhat makes us so smart as a species, and what makes children such rapid learners? We argue that the answer to both questions lies in a mutual bootstrapping system comprised of (1) our exceptional capacity for relational cognition and (2) symbolic systems that augment this capacity. The ability to carry out structure-mapping processes of alignment and inference is inherent in human cognition. It is arguably the key inherent difference between humans and other great apes. But an equally important difference is that humans possess a symbolic language.The acquisition of language influences cognitive development in many ways. We focus here on the role of language in a mutually facilitating partnership with relational representation and reasoning. We suggest a positive feedback relation in which structural alignment processes support the acquisition of language, and in turn, language—especially relational language—supports structural alignment and reasoning.We review three kinds of evidence (a) evidence that analogical processes support children's learning in a variety of domains; (b) more specifically, evidence that analogical processing fosters the acquisition of language, especially relational language; and (c) in the other direction, evidence that acquiring language fosters children's ability to process analogies, focusing on spatial language and spatial analogies. We conclude with an analysis of the acquisition of cardinality—which we offer as a canonical case of how the combination of language and analogical processing fosters cognitive development.


2019 ◽  
Author(s):  
Fabrice Luyckx ◽  
Hamed Nili ◽  
Bernhard Spitzer ◽  
Christopher Summerfield

2016 ◽  
Author(s):  
Joana P. Neto ◽  
Gonçalo Lopes ◽  
João Frazão ◽  
Joana Nogueira ◽  
Pedro Lacerda ◽  
...  

AbstractCross-validating new methods for recording neural activity is necessary to accurately interpret and compare the signals they measure. Here we describe a procedure for precisely aligning two probes for in vivo “paired-recordings” such that the spiking activity of a single neuron is monitored with both a dense extracellular silicon polytrode and a juxtacellular micro-pipette. Our new method allows for efficient, reliable, and automated guidance of both probes to the same neural structure with micron resolution. We also describe a new dataset of paired-recordings, which is available online. We propose that our novel targeting system, and ever expanding cross-validation dataset, will be vital to the development of new algorithms for automatically detecting/sorting single-units, characterizing new electrode materials/designs, and resolving nagging questions regarding the origin and nature of extracellular neural signals.


2018 ◽  
Author(s):  
Virginie Crollen ◽  
Marie-Pascale Noël ◽  
Nastasya Honoré ◽  
Véronique Degroote ◽  
Olivier Collignon

Recent studies suggested that multisensory training schemes could boost the development of abstract concepts. In the present study, we wanted to evaluate whether training arithmetic with a multisensory intervention could induce larger learning improvements than a visual intervention alone. Moreover, as a left-to-right oriented mental number line was for a long time considered as a core feature of numerical representation, we also wanted to compare left-to-right and non-linear arithmetic training. In order to do so, kindergarten children were trained to solve simple addition and subtraction operations. Four training-conditions were created according to two factors: the perceptual modalities (multisensory vs. visual) and the spatial disposition of the materials used (linear vs. non-linear). While the effect of spatial disposition was not highlighted in the arithmetic task, the multisensory training method induced a larger improvement of arithmetic performance as compared to the visual training alone. These results support the idea that haptic manipulation provides a bridge between concrete referents and abstract concepts.


2017 ◽  
Vol 16 (4) ◽  
pp. 441-466 ◽  
Author(s):  
William Dezheng Feng

This study proposes that metonymy is fundamental to visual meaning making and develops a social semiotic framework to elucidate how conceptual metonymies are realized in both static and moving images. While we all accept that visual images are iconic, this study demonstrates systematically that they are also indexical (i.e. metonymic), in terms of their representation of both objects/events and abstract concepts. Based on the social semiotic visual grammar of Kress and Van Leeuwen’s Reading Images: The Grammar of Visual Design (2006), systems of metonymy in actional, reactional, classificational and analytical processes are developed to map out the types of metonymies in visual representation. The metonymy systems bring a wide array of resources under a coherent framework for analysts to scrutinize the choices of representation in visual media such as comics, film and TV commercial. This study develops current theories of multimodal metaphor and metonymy, on the one hand, and provides new insights into the process of visual meaning making, on the other.


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