Division of Psychology and Language Sciences, University College London, London, United Kingdom.
J Exp Psychol Hum Percept Perform. 2010 Aug;36(4):840-52. doi: 10.1037/a0019256.
The associative sequence learning model proposes that the development of the mirror system depends on the same mechanisms of associative learning that mediate Pavlovian and instrumental conditioning. To test this model, two experiments used the reduction of automatic imitation through incompatible sensorimotor training to assess whether mirror system plasticity is sensitive to contingency (i.e., the extent to which activation of one representation predicts activation of another). In Experiment 1, residual automatic imitation was measured following incompatible training in which the action stimulus was a perfect predictor of the response (contingent) or not at all predictive of the response (noncontingent). A contingency effect was observed: There was less automatic imitation indicative of more learning in the contingent group. Experiment 2 replicated this contingency effect and showed that, as predicted by associative learning theory, it can be abolished by signaling trials in which the response occurs in the absence of an action stimulus. These findings support the view that mirror system development depends on associative learning and indicate that this learning is not purely Hebbian. If this is correct, associative learning theory could be used to explain, predict, and intervene in mirror system development.
联想序列学习模型提出，镜像系统的发展依赖于相同的联想学习机制，这些机制介导了巴甫洛夫和工具条件反射。为了验证这个模型，两个实验通过不兼容的感觉运动训练来减少自动模仿，以评估镜像系统的可塑性是否对偶然性敏感（即，一个表示的激活在多大程度上预测另一个表示的激活）。在实验 1 中，在动作刺激是反应的完美预测（偶然）或根本不能预测反应（非偶然）的不兼容训练后，测量了剩余的自动模仿。观察到一个偶然效应：在偶然组中，自动模仿的程度较低，表明学习程度较高。实验 2 复制了这个偶然效应，并表明，正如联想学习理论所预测的，在信号试验中，当反应在没有动作刺激的情况下发生时，这种偶然效应可以被消除。这些发现支持了镜像系统的发展依赖于联想学习的观点，并表明这种学习不仅仅是赫布式的。如果这是正确的，联想学习理论可以用来解释、预测和干预镜像系统的发展。
