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Mark G. Packard - One of the best experts on this subject based on the ideXlab platform.
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3.18 – Neurobiology of Procedural Learning in Animals☆
Learning and Memory: A Comprehensive Reference, 2017Co-Authors: Mark G. PackardAbstract:Procedural Learning and memory involves the acquisition, consolidation, and retrieval of individual representations that are behaviorally expressed in an inflexible manner. Stimulus–response Habit Learning represents a prominent form of procedural Learning in the mammalian brain. Extensive evidence supports the hypothesis that this form of procedural Learning is mediated by a neural system that contains the dorsal striatum as a primary component. Studies employing brain lesion techniques have dissociated the roles of the dorsal striatum and hippocampus in procedural and declarative memory, respectively. Pharmacological studies indicate a selective role for dorsal striatal dopamine, acetylcholine, glutamate, and cannabinoids in stimulus–response procedural Learning.
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Habit Learning and memory in mammals: behavioral and neural characteristics.
Neurobiology of learning and memory, 2014Co-Authors: Antonella Gasbarri, Mark G. Packard, Assunta Pompili, Carlos TomazAbstract:Goal-direct behavior and Habit Learning represent two forms of instrumental Learning; whereas the former is rapidly acquired and regulated by its outcome, the latter is reflexive, elicited by antecedent stimuli rather than their consequences. Habit Learning can be generally defined as the acquisition of associations between stimuli and responses. Habits are acquired via experience-dependent plasticity, occurring repeatedly over the course of days or years and becoming remarkably fixed. The distinction between Habit Learning, as a product of a procedural Learning brain system, and a declarative Learning system for encoding facts and episodes is based on the hypothesis that memory is composed of multiple systems that have distinct neuroanatomy and operating principles. Here we review recent research analyzing the main behavioral and neural characteristics of Habit Learning. In particular, we focus on the distinction between goal-directed and Habitual behavior, and describe the brain areas and neurotransmitters systems involved in Habit Learning. The emotional modulation of Habit Learning in rodents and primates is reviewed, and the implications of Habit Learning in psychopathology are briefly described.
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Role of Basal Ganglia in Habit Learning and Memory: Rats, Monkeys, and Humans
Handbook of Behavioral Neuroscience, 2010Co-Authors: Mark G. PackardAbstract:Publisher Summary This chapter discusses that the basal ganglia mediate a form of Learning in which hullian-like stimulus-response (S-R) Habits are acquired and expressed. This hypothesis has largely been developed within the context of a multiple systems approach to memory organization. According to multiple memory systems theory, relatively independent brain systems support the acquisition of different types of memory. It discusses that multiple memory systems theory is derived from an analysis of the effects of damage to the hippocampal system on behavior across a wide range of Learning tasks. This analysis revealed that the effects of hippocampal lesions on Learning and memory were selective, producing impairment on tasks involving cognitive/relational memory, and sparing acquisition of tasks that are acquired using S-R Habit Learning. The chapter provides an overview of data supporting this hypothesis by focusing on evidence that the role of the basal ganglia in Habit Learning and memory generalizes across different mammalian species, including rats, monkeys, and humans. The chapter provides converging evidence for this view of the mnemonic function of the basal ganglia by highlighting a few prominent experiments from each of these species. Review of the findings from lower animals (rats and non-human primates) focuses on lesion studies, whereas description of the human research focuses on research involving patients with neuropsychological disorders and neuroimaging studies. These studies predominantly assessed the role of the striatum/caudate nucleus and putamen.
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chapter 32 role of basal ganglia in Habit Learning and memory rats monkeys and humans
Handbook of Behavioral Neuroscience, 2010Co-Authors: Mark G. PackardAbstract:Publisher Summary This chapter discusses that the basal ganglia mediate a form of Learning in which hullian-like stimulus-response (S-R) Habits are acquired and expressed. This hypothesis has largely been developed within the context of a multiple systems approach to memory organization. According to multiple memory systems theory, relatively independent brain systems support the acquisition of different types of memory. It discusses that multiple memory systems theory is derived from an analysis of the effects of damage to the hippocampal system on behavior across a wide range of Learning tasks. This analysis revealed that the effects of hippocampal lesions on Learning and memory were selective, producing impairment on tasks involving cognitive/relational memory, and sparing acquisition of tasks that are acquired using S-R Habit Learning. The chapter provides an overview of data supporting this hypothesis by focusing on evidence that the role of the basal ganglia in Habit Learning and memory generalizes across different mammalian species, including rats, monkeys, and humans. The chapter provides converging evidence for this view of the mnemonic function of the basal ganglia by highlighting a few prominent experiments from each of these species. Review of the findings from lower animals (rats and non-human primates) focuses on lesion studies, whereas description of the human research focuses on research involving patients with neuropsychological disorders and neuroimaging studies. These studies predominantly assessed the role of the striatum/caudate nucleus and putamen.
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Anxiety, cognition, and Habit: A multiple memory systems perspective
Brain research, 2009Co-Authors: Mark G. PackardAbstract:Consistent with a multiple systems approach to memory organization in the mammalian brain, numerous studies have differentiated the roles of the hippocampus and dorsal striatum in "cognitive" and "Habit" Learning and memory, respectively. Additional research indicates that activation of efferent projections of the basolateral amygdala (BLA), a brain region implicated in mammalian emotion, modulates memory processes occurring in other brain structures. The present brief review describes research designed to link these general concepts by examining the manner in which emotional state may influence the relative use of multiple memory systems. In a dual-solution plus-maze task that can be acquired using either hippocampus-dependent or dorsal striatal-dependent Learning, acute pre-training or pre-retrieval emotional arousal (restraint stress/inescapable foot shock, exposure to the predator odor TMT, or peripheral injection of anixogenic drugs) biases rats towards the use of Habit memory. Moreover, intra-BLA injection of anxiogenic drugs is sufficient to bias rats towards the use of dorsal striatal-dependent Habit memory. In single-solution plus-maze tasks that require the use of either cognitive or Habit Learning, intra-BLA infusions of anxiogenic drugs result in a behavioral profile indicating an impairing effect on hippocampus-dependent memory that effectively produces enhanced Habit Learning by eliminating competitive interference between cognitive and Habit memory systems. It is speculated that the predominant use of Habit memory that can be produced by anxious and/or stressful emotional states may have implications for understanding the role of Learning and memory processes in various human psychopathologies, including for example post-traumatic stress disorder and drug addiction.
Barbara J Knowlton - One of the best experts on this subject based on the ideXlab platform.
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Subregional specificity in human striatal Habit Learning: a meta-analytic review of the fMRI literature
Current Opinion in Behavioral Sciences, 2018Co-Authors: Tara K. Patterson, Barbara J KnowltonAbstract:Research on the neural basis of human Habit Learning has made significant advances in recent years, creating a need for synthesis of disparate results. We conducted a meta-analytic review of fMRI studies on human Habit Learning to evaluate the hypothesis that the human putamen plays a similar role to the rodent dorsolateral striatum in Habitual behavior. Results from studies using outcome devaluation, sequential decision-making, and motor sequence Learning tasks were consistent with this hypothesis, whereas results from studies using probabilistic classification and maze navigation tasks were not. It is possible that the lack of consistent activation of the putamen during the performance of probabilistic classification and maze navigation tasks may indicate that these tasks are not as well-suited for the study of Habit behavior in humans, and that activations observed using these tasks reflect activity of both the goal-directed and Habit Learning systems.
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Concurrent discrimination Learning in Parkinson's disease.
Behavioral neuroscience, 2010Co-Authors: Teena D. Moody, Grace Y. Chang, Zeba F. Vanek, Barbara J KnowltonAbstract:Studies of neuropsychological patients and experimental animals have demonstrated that the striatum plays a role in implicit Habit Learning. Here, we examined the performance of patients with Parkinson's disease (PD) on a concurrent discrimination task that can be learned implicitly by neurologically intact individuals. Participants viewed a pair of shapes on each trial and, under a timed deadline, guessed which one concealed a smiling face. About half the control participants exhibited minimal awareness of the cue-reward relationships as assessed by a post-test evaluation. Nevertheless, these participants were able to perform the discrimination task; there was no correlation between awareness and performance on the task. In contrast, minimally aware patients with PD showed no Learning, whereas those who were more aware of the relationships performed as well as control participants on the task. There was a significant correlation between awareness and performance in patients with PD. These data support the idea that the basal ganglia play a role in implicit Habit Learning and underscore the importance of using tests of awareness to assess the content and process of Learning in humans.
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Modulation of competing memory systems by distraction
Proceedings of the National Academy of Sciences of the United States of America, 2006Co-Authors: Karin Foerde, Barbara J Knowlton, Russell A. PoldrackAbstract:Different forms of Learning and memory depend on functionally and anatomically separable neural circuits [Squire, L. R. (1992) Psychol. Rev. 99, 195-231]. Declarative memory relies on a medial temporal lobe system, whereas Habit Learning relies on the striatum [Cohen, N. J. & Eichenbaum, H. (1993) Memory, Amnesia, and the Hippocampal System (MIT Press, Cambridge, MA)]. How these systems are engaged to optimize Learning and behavior is not clear. Here, we present results from functional neuroimaging showing that the presence of a demanding secondary task during Learning modulates the degree to which subjects solve a problem using either declarative memory or Habit Learning. Dual-task conditions did not reduce accuracy but reduced the amount of declarative Learning about the task. Medial temporal lobe activity was correlated with task performance and declarative knowledge after Learning under single-task conditions, whereas performance was correlated with striatal activity after dual-task Learning conditions. These results demonstrate a fundamental difference in these memory systems in their sensitivity to concurrent distraction. The results are consistent with the notion that declarative and Habit Learning compete to mediate task performance, and they suggest that the presence of distraction can bias this competition. These results have implications for Learning in multitask situations, suggesting that, even if distraction does not decrease the overall level of Learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.
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An implicit Learning task activates medial temporal lobe in patients with Parkinson's disease.
Behavioral neuroscience, 2004Co-Authors: Teena D. Moody, Susan Y. Bookheimer, Zeba Vanek, Barbara J KnowltonAbstract:Recent studies provide evidence for an interaction between a declarative memory system, dependent on the medial temporal lobe (MTL), and a Habit memory system, dependent on the basal ganglia. Using functional MRI, the authors studied this interaction when 1 system was compromised by neurological disease. Neural activity when performing a Habit-Learning task was compared in normal controls and subjects with Parkinson's disease (PD). Patients with PD showed less activation in the caudate nucleus and greater activation in a region of prefrontal cortex that has been associated with explicit memory retrieval. Patients with PD also showed activation of the MTL during the weather-prediction task. These findings are consistent with an interaction between memory systems of the MTL and the striatum.
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Intact implicit Habit Learning in Alzheimer's disease.
Behavioral neuroscience, 2002Co-Authors: Laura L. Eldridge, Donna Masterman, Barbara J KnowltonAbstract:Habit Learning refers to the incremental implicit Learning of associations. Patients with Alzheimer's disease (AD) exhibit deficits in explicit memory and in conceptual implicit memory tasks that rely on the cortical areas damaged in AD. The authors tested patients with AD and controls on a probabilistic classification task in which participants implicitly acquire cue-outcome associations. Both groups showed evidence of Learning across 50 trials, and performance did not differ significantly between the groups. In contrast, patients with AD exhibited a profound impairment in explicit memory for the testing episode. These results are consistent with the idea that Habit Learning relies on subcortical structures, including the basal ganglia, and is independent of the medial temporal and cortical areas damaged in AD.
Bradley S. Peterson - One of the best experts on this subject based on the ideXlab platform.
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Self-Regulatory Control and Habit Learning in the Development of Eating Disorders
Current Psychiatry Reviews, 2007Co-Authors: Rachel Marsh, Bradley S. Peterson, Joanna E. Steinglass, Kara Graziano, B. Timothy WalshAbstract:Clinical evidence suggests that initial attempts to regulate weight gain quickly become Habit-like in individuals with eating disorders. These behaviors are controlled excessively in patients with Anorexia Nervosa (AN) and are controlled more intermittently, with periods of lost control, in patients with Bulimia Nervosa (BN). We suspect that abnormalities in frontostriatal systems that subserve self-regulatory control and Habit Learning may contribute to the development and perpetuation of AN and BN. We summarize previous findings and present a pathophysiological model that provides a framework for understanding the shared and non-shared clinical phenotypes of AN and BN. Whereas dysregulated control systems produce heightened self-regulatory control, permitting individuals with AN to sustain excessive dietary restriction, dysregulated control systems likely result in impaired self-regulatory control in patients with BN, releasing feelings of hunger and urges to binge, thereby resulting in overeating. Interactions with cultural ideals of thinness and impaired Habit Learning systems may then allow the dieting behaviors of individuals with restricting-type AN to spiral into the Habitual and restrictive eating behaviors that typify the disorder. Although these cultural factors likely contribute to the compensatory purging behaviors in BN, interactions with normal Habit Learning systems may explain the higher recovery rate of BN relative to AN, in which Habit Learning may be impaired. We describe neuroimaging methods that we are using to test these hypotheses and emphasize the potential utility of studying AN and BN early in the course of illness, to disentangle their causes from epiphenomena or compensatory responses. We believe that this innovative approach to studying eating disorders will lend explanation to the perplexing fact that although many young people diet and overeat at some point in time, only some go on to develop eating disorders.
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perceptual motor skill Learning in gilles de la tourette syndrome evidence for multiple procedural Learning and memory systems
Neuropsychologia, 2005Co-Authors: Rachel Marsh, Gerianne M. Alexander, Mark G. Packard, Bradley S. PetersonAbstract:Procedural Learning and memory systems likely comprise several skills that are differentially affected by various illnesses of the central nervous system, suggesting their relative functional independence and reliance on differing neural circuits. Gilles de la Tourette syndrome (GTS) is a movement disorder that involves disturbances in the structure and function of the striatum and related circuitry. Recent studies suggest that patients with GTS are impaired in performance of a probabilistic classification task that putatively involves the acquisition of stimulus-response (S-R)-based Habits. Assessing the Learning of perceptual-motor skills and probabilistic classification in the same samples of GTS and healthy control subjects may help to determine whether these various forms of procedural (Habit) Learning rely on the same or differing neuroanatomical substrates and whether those substrates are differentially affected in persons with GTS. Therefore, we assessed perceptual-motor skill Learning using the pursuit-rotor and mirror tracing tasks in 50 patients with GTS and 55 control subjects who had previously been compared at Learning a task of probabilistic classifications. The GTS subjects did not differ from the control subjects in performance of either the pursuit rotor or mirror-tracing tasks, although they were significantly impaired in the acquisition of a probabilistic classification task. In addition, Learning on the perceptual-motor tasks was not correlated with Habit Learning on the classification task in either the GTS or healthy control subjects. These findings suggest that the differing forms of procedural Learning are dissociable both functionally and neuroanatomically. The specific deficits in the probabilistic classification form of Habit Learning in persons with GTS are likely to be a consequence of disturbances in specific corticostriatal circuits, but not the same circuits that subserve the perceptual-motor form of Habit Learning.
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Habit Learning in Tourette syndrome: a translational neuroscience approach to a developmental psychopathology.
Archives of General Psychiatry, 2004Co-Authors: Rachel Marsh, Gerianne M. Alexander, Mark G. Packard, Hongtu Zhu, Jeffrey C. Wingard, Georgette Quackenbush, Bradley S. PetersonAbstract:Background: The etiology of Tourette syndrome (TS) involves disturbances in the structure and function of the basal ganglia. The basal ganglia mediate Habit Learning. Objective: To study Habit Learning in persons with TS. Design: Patients with TS were compared with normal controls in performance on a probabilistic classification, or Habit-Learning task (weather prediction). Setting: University research institute. Participants: One hundred twenty-three children and adults, 56 with a diagnosis of TS and 67 healthy control subjects.
Kathleen M Kantak - One of the best experts on this subject based on the ideXlab platform.
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medial temporal lobe functioning and structure in the spontaneously hypertensive rat comparison with wistar kyoto normotensive and wistar kyoto hypertensive strains
Hippocampus, 2009Co-Authors: Audrey M Wells, Amy C Janes, Xiaoxu Liu, Christian F Deschepper, Marc J Kaufman, Kathleen M KantakAbstract:The Spontaneously Hypertensive Rat (SHR) is used as an animal model of attention deficit hyperactivity disorder (ADHD). It displays deficits in frontostriatal functioning, but it is unclear if medial temporal lobe functioning and structure are affected. We used behavioral tasks that evaluate functioning of the amygdala and hippocampus to compare male SHR to male rats from two inbred comparator strains, the normotensive Wistar-Kyoto (WKY) and the hypertensive Wistar-Kyoto (WKHT) rat (n=8/strain). The three strains showed similar levels of amygdala-related stimulus-reward Learning during conditioned cue preference testing. In the ambiguous T-maze task, which dissociates between spatial and Habit Learning, significantly more WKHT than SHR or WKY used a response (indicative of Habit Learning) vs. a place (indicative of spatial Learning) strategy during an early probe test on day 8. During a later probe test on day 24, WKY progressed significantly from using a place strategy to a response strategy. Throughout all probe tests, a place strategy was used predominately by SHR and a response strategy by WKHT. Thus, SHR exhibited deficits in dorsal striatum-related Habit Learning whereas WKHT exhibited deficits in hippocampus-related spatial Learning. Following behavioral testing, Fluid Attenuated Inversion Recovery (FLAIR) magnetic resonance imaging scans were conducted in subgroups of rats from each strain (n=4/strain). FLAIR imaging detected bilateral hippocampal hyperintensities in three of four WKHT and unilateral hippocampal atrophy in one of four SHR. The association between response strategy use during the initial probe test to forage for food in the ambiguous T-maze task and bilateral hippocampal abnormalities was significant. Collectively, while medial temporal lobe functioning appears to be normal in SHR exhibiting an ADHD-like phenotype, WKHT rats display both hippocampal functioning deficits and signs of bilateral hippocampal cell loss. The latter characteristics might be used to develop a new animal model of age-or disease-related decline in hippocampal functioning.
Ian Q Whishaw - One of the best experts on this subject based on the ideXlab platform.
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individual differences in skilled reaching for food related to increased number of gestures evidence for goal and Habit Learning of skilled reaching
Behavioral Neuroscience, 2009Co-Authors: Gita Gholamrezaei, Ian Q WhishawAbstract:Skilled reaching in rodents and primate is motorically similar, but success in reaching by rodents is distinctively variable. The source of this variability has not been examined previously. Long-Evans rats were videotaped as they reached for food in 2 different reaching tasks, and endpoint measures of performance were examined in relation to variables previously associated with individual differences, including testing procedures, rehabilitation, movement ability, general locomotor activity, and cortical anatomy. There were individual differences in performance, but these were not related to the dependent measures related to training, movement ability, locomotor activity, or anatomy (e.g., brain with cortical thickness, acetylcholinesterase and neuron density, pyramidal tract size). Success was negatively related to numbers of gestures (non-weight-bearing movements of the reaching limb) used on a reach, however. The results are discussed in relation to the idea that individual differences in response strategy bias some rats to use a more successful goal strategy and others to use a less successful Habit strategy for skilled reaching.
