Ashby F Gregory, Spiering Brian J
Department of Psychology, University of California, Santa Barbara, CA 93106, USA.
Behav Cogn Neurosci Rev. 2004 Jun;3(2):101-13. doi: 10.1177/1534582304270782.
Many recent studies have examined the neural basis of category learning. Behavioral neuroscience results suggest that both the prefrontal cortex and the basal ganglia play important category-learning roles; neurons that develop category-specific firing properties are found in both regions, and lesions to both areas cause category-learning deficits. Similar studies indicate that the inferotemporal cortex does not mediate the learning of new categories. The cognitive neuroscience literature on category learning appears contradictory until the results are partitioned according to the type of category-learning task that was used. Three major tasks can be identified: rule based, information-integration, and prototype-distortion. Recent results are consistent with the hypotheses that (a) learning in rule-based tasks requires working memory and executive attention and is mediated by frontal-striatal circuits, (b) learning in information-integration tasks requires procedural memory and is mediated primarily within the basal ganglia, and (c) learning in prototype-distortion tasks depends on multiple memory systems, including the perceptual representation system.
最近的许多研究都探讨了类别学习的神经基础。行为神经科学的研究结果表明，前额叶皮层和基底神经节在类别学习中都发挥着重要作用；在这两个区域都发现了具有类别特异性放电特性的神经元，并且这两个区域的损伤都会导致类别学习缺陷。类似的研究表明，颞下皮层并不介导新类别的学习。关于类别学习的认知神经科学文献似乎相互矛盾，直到根据所使用的类别学习任务的类型对结果进行分类。可以确定三种主要任务：基于规则的、信息整合的和原型扭曲的。最近的研究结果与以下假设一致：(a) 基于规则的任务学习需要工作记忆和执行性注意力，并由额叶 - 纹状体回路介导；(b) 信息整合任务的学习需要程序性记忆，并且主要在基底神经节内介导；(c) 原型扭曲任务的学习取决于多个记忆系统，包括感知表征系统。
