Seger Carol A, Cincotta Corinna M
Department of Psychology, Colorado State University, Ft. Collins, Colorado 80523, USA.
Cogn Affect Behav Neurosci. 2002 Jun;2(2):149-61. doi: 10.3758/cabn.2.2.149.
Striatal learning systems have been implicated in learning relationships between visual stimuli and outcomes. In the present study, the activity of the striatum during visual concept learning in humans was examined by using functional magnetic resonance imaging (fMRI). Participants performed three concept-learning tasks and a baseline task. The participants were trained to criterion before fMRI scanning on two tasks, verbal and implicit. In the verbal task, classification could be performed on the basis of a simple verbal rule, but in the implicit task, there was no simple verbal rule. The novel-implicit learning task, in which an implicit structure was used, was not encountered by the participants before scanning. Across all three concept-learning tasks, there was significant activation in the striatum, in comparison with the baseline task. The striatum was recruited similarly in classification when the participants had different levels of expertise (novel-implicit vs. verbal and implicit) and were able to verbalize their learning to different degrees (verbal vs. implicit and novel-implicit). There was left lateral occipital activation when learning was implicit (implicit and novel-implicit), but not when learning was easily verbalized (verbal).
纹状体学习系统与视觉刺激和结果之间的关系学习有关。在本研究中，通过功能磁共振成像（fMRI）检查了人类视觉概念学习过程中纹状体的活动。参与者执行了三项概念学习任务和一项基线任务。在fMRI扫描之前，参与者在两项任务（言语任务和内隐任务）上接受训练直至达到标准。在言语任务中，可以根据简单的言语规则进行分类，但在内隐任务中，没有简单的言语规则。新颖内隐学习任务使用了内隐结构，参与者在扫描前未曾遇到过。与基线任务相比，在所有三项概念学习任务中，纹状体均有显著激活。当参与者具有不同水平的专业知识（新颖内隐任务与言语任务和内隐任务）且能够以不同程度表达其学习内容（言语任务与内隐任务和新颖内隐任务）时，纹状体在分类过程中的参与情况相似。当学习是内隐的（内隐任务和新颖内隐任务）时，左侧枕叶有激活，但当学习易于用言语表达时（言语任务）则没有。
