Amygdalo-striatal interaction in the enhancement of stimulus salience in associative learning.

Guillem R. Esber; Karina Torres-Tristani; Peter C. Holland

doi:10.1037/bne0000041

Dynamic salience processing in paraventricular thalamus gates associative learning

Science ◽

10.1126/science.aat0481 ◽

2018 ◽

Vol 362 (6413) ◽

pp. 423-429 ◽

Cited By ~ 39

Author(s):

Yingjie Zhu ◽

Gregory Nachtrab ◽

Piper C. Keyes ◽

William E. Allen ◽

Liqun Luo ◽

...

Keyword(s):

Associative Learning ◽

Internal State ◽

Environment Monitoring ◽

Behavioral Context ◽

Effective Learning ◽

Dynamic Representation ◽

Stimulus Salience ◽

Flexible Behavior ◽

Paraventricular Thalamus ◽

Reinforcing Stimuli

The salience of behaviorally relevant stimuli is dynamic and influenced by internal state and external environment. Monitoring such changes is critical for effective learning and flexible behavior, but the neuronal substrate for tracking the dynamics of stimulus salience is obscure. We found that neurons in the paraventricular thalamus (PVT) are robustly activated by a variety of behaviorally relevant events, including novel (“unfamiliar”) stimuli, reinforcing stimuli and their predicting cues, as well as omission of the expected reward. PVT responses are scaled with stimulus intensity and modulated by changes in homeostatic state or behavioral context. Inhibition of the PVT responses suppresses appetitive or aversive associative learning and reward extinction. Our findings demonstrate that the PVT gates associative learning by providing a dynamic representation of stimulus salience.

Download Full-text

Reconciling the influence of predictiveness and uncertainty on stimulus salience: a model of attention in associative learning

Proceedings of The Royal Society B Biological Sciences ◽

10.1098/rspb.2011.0836 ◽

2011 ◽

Vol 278 (1718) ◽

pp. 2553-2561 ◽

Cited By ~ 80

Author(s):

Guillem R. Esber ◽

Mark Haselgrove

Keyword(s):

Selective Attention ◽

Associative Learning ◽

Neural Circuits ◽

Attentional Model ◽

Stimulus Salience ◽

Cue Salience ◽

Attentional Theory ◽

Attentional Models ◽

High Uncertainty

Theories of selective attention in associative learning posit that the salience of a cue will be high if the cue is the best available predictor of reinforcement (high predictiveness). In contrast, a different class of attentional theory stipulates that the salience of a cue will be high if the cue is an inaccurate predictor of reinforcement (high uncertainty). Evidence in support of these seemingly contradictory propositions has led to: (i) the development of hybrid attentional models that assume the coexistence of separate, predictiveness-driven and uncertainty-driven mechanisms of changes in cue salience; and (ii) a surge of interest in identifying the neural circuits underpinning these mechanisms. Here, we put forward a formal attentional model of learning that reconciles the roles of predictiveness and uncertainty in salience modification. The issues discussed are relevant to psychologists, behavioural neuroscientists and neuroeconomists investigating the roles of predictiveness and uncertainty in behaviour.

Download Full-text

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.264 ◽

2005 ◽

Vol 52 (4) ◽

pp. 264-271 ◽

Cited By ~ 4

Author(s):

Tom Beckers ◽

Uschi Van den Broeck ◽

Marij Renne ◽

Stefaan Vandorpe ◽

Jan De Houwer ◽

...

Keyword(s):

Young Children ◽

Associative Learning ◽

Learning Theory ◽

Causal Structure ◽

Age Groups ◽

Learning Task ◽

Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Download Full-text

Learned Placebo Effects in the Immune System

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000184 ◽

2014 ◽

Vol 222 (3) ◽

pp. 148-153 ◽

Cited By ~ 2

Author(s):

Sabine Vits ◽

Manfred Schedlowski

Keyword(s):

Nervous System ◽

Immune System ◽

Associative Learning ◽

Placebo Response ◽

Immunosuppressive Drug ◽

Immune Functions ◽

Placebo Effects ◽

New Therapeutic Approaches ◽

Biological Variables ◽

Experimental Approaches

Associative learning processes are one of the major neuropsychological mechanisms steering the placebo response in different physiological systems and end organ functions. Learned placebo effects on immune functions are based on the bidirectional communication between the central nervous system (CNS) and the peripheral immune system. Based on this “hardware,” experimental evidence in animals and humans showed that humoral and cellular immune functions can be affected by behavioral conditioning processes. We will first highlight and summarize data documenting the variety of experimental approaches conditioning protocols employed, affecting different immunological functions by associative learning. Taking a well-established paradigm employing a conditioned taste aversion model in rats with the immunosuppressive drug cyclosporine A (CsA) as an unconditioned stimulus (US) as an example, we will then summarize the efferent and afferent communication pathways as well as central processes activated during a learned immunosuppression. In addition, the potential clinical relevance of learned placebo effects on the outcome of immune-related diseases has been demonstrated in a number of different clinical conditions in rodents. More importantly, the learned immunosuppression is not restricted to experimental animals but can be also induced in humans. These data so far show that (i) behavioral conditioned immunosuppression is not limited to a single event but can be reproduced over time, (ii) immunosuppression cannot be induced by mere expectation, (iii) psychological and biological variables can be identified as predictors for this learned immunosuppression. Together with experimental approaches employing a placebo-controlled dose reduction these data provide a basis for new therapeutic approaches to the treatment of diseases where a suppression of immune functions is required via modulation of nervous system-immune system communication by learned placebo effects.

Download Full-text