Department of Neurology, University of Duisburg-Essen, Hufelandstrasse 55, Essen, Germany.
Cortex. 2010 Jul-Aug;46(7):845-57. doi: 10.1016/j.cortex.2009.06.009. Epub 2009 Jul 3.
In this review results of human lesion studies are compared examining associative learning in the motor, emotional and cognitive domain. Motor and emotional learning were assessed using classical eyeblink and fear conditioning. Cerebellar patients were significantly impaired in acquisition of conditioned eyeblink and fear-related autonomic and skeletal responses. An additional finding was disordered timing of conditioned eyeblink responses. Cognitive learning was examined using stimulus-stimulus-response paradigms, with an experimental set-up closely related to classical conditioning paradigms. Cerebellar patients were impaired in the association of two visual stimuli, which could not be related to motor performance deficits. Human lesion and functional brain imaging studies in healthy subjects are in accordance with a functional compartmentalization of the cerebellum for different forms of associative learning. The medial zone appears to contribute to fear conditioning and the intermediate zone to eyeblink conditioning. The posterolateral hemispheres (that is lateral cerebellum) appear to be of additional importance in fear conditioning in humans. Future studies need to examine the reasonable assumption that the posterolateral cerebellum contributes also to higher cognitive forms of associative learning. Human cerebellar lesion studies provide evidence that the cerebellum is involved in motor, emotional and cognitive associative learning. Because of its simple and homogeneous micro-circuitry a common computation may underly cerebellar involvement in these different forms of associative learning. The overall task of the cerebellum may be the ability to provide correct predictions about the relationship between sensory stimuli.
在这篇综述中，比较了人类病变研究的结果，研究了运动、情感和认知领域的联想学习。使用经典的眨眼和恐惧条件反射来评估运动和情感学习。小脑患者在获得条件性眨眼和与恐惧相关的自主和骨骼反应方面明显受损。另一个发现是条件性眨眼反应的时间紊乱。使用刺激-刺激-反应范式来检查认知学习，实验设置与经典条件反射范式密切相关。小脑患者在将两个视觉刺激联系起来的能力上受损，而这种能力与运动表现缺陷无关。小脑病变和健康受试者的功能脑成像研究与小脑对不同形式的联想学习的功能分区一致。内侧区似乎有助于恐惧条件反射，中间区有助于眨眼条件反射。后外侧半球（即外侧小脑）在人类的恐惧条件反射中似乎更为重要。未来的研究需要检验一个合理的假设，即外侧小脑也有助于更高认知形式的联想学习。人类小脑病变研究提供的证据表明，小脑参与运动、情感和认知联想学习。由于其简单而同质的微电路，小脑可能参与了这些不同形式的联想学习。小脑的总体任务可能是提供关于感觉刺激之间关系的正确预测的能力。
