Anselme Patrick
Department of Psychology, University of Liege, Belgium; Department of Biopsychology, University of Bochum, Germany.
Neurosci Biobehav Rev. 2016 Jun;65:1-20. doi: 10.1016/j.neubiorev.2016.03.014. Epub 2016 Mar 22.
Learning and motivation are two psychological processes allowing animals to form and express Pavlovian associations between a conditioned stimulus (CS) and an unconditioned stimulus (UCS). However, most models have attempted to capture the mechanisms of learning while neglecting the role that motivation (or incentive salience) may actively play in the expression of behaviour. There is now a body of neurobehavioural evidence showing that incentive salience represents a major determinant of Pavlovian performance. This article presents a motivational model of sign-tracking behaviour whose aim is to explain a wide range of behavioural effects, including those related to partial reinforcement, physiological changes, competition between CSs, and individual differences in responding to a CS. In this model, associative learning is assumed to determine the ability to produce a Pavlovian conditioned response rather than to control the strength and the quality of that response. The model is in keeping with the incentive salience hypothesis and will therefore be discussed in the context of dopamine's role in the brain.
学习和动机是两个心理过程，使动物能够在条件刺激（CS）和无条件刺激（UCS）之间形成并表现出巴甫洛夫式关联。然而，大多数模型都试图捕捉学习机制，却忽略了动机（或激励显著性）在行为表现中可能积极发挥的作用。现在有大量神经行为学证据表明，激励显著性是巴甫洛夫式行为表现的主要决定因素。本文提出了一种符号追踪行为的动机模型，其目的是解释广泛的行为效应，包括与部分强化、生理变化、条件刺激之间的竞争以及对条件刺激反应的个体差异相关的效应。在这个模型中，联想学习被假定为决定产生巴甫洛夫式条件反应的能力，而不是控制该反应的强度和质量。该模型与激励显著性假说一致，因此将在多巴胺在大脑中的作用背景下进行讨论。
