Nicolas W. Schuck

Reduced Striatal Responses to Reward Prediction Errors in Older Compared with Younger Adults

We examined whether older adults differ from younger adults in how they learn from rewarding and aversive outcomes. Human participants were asked to either learn to choose actions that lead to monetary reward or learn to avoid actions that lead to monetary losses. To examine age differences in the neurophysiological mechanisms of learning, we applied a combination of computational modeling and fMRI. Behavioral results showed age-related impairments in learning from reward but not in learning from monetary losses. Consistent with these results, we observed age-related reductions in BOLD activity during learning from reward in the ventromedial PFC. Furthermore, the model-based fMRI analysis revealed a reduced responsivity of the ventral striatum to reward prediction errors during learning in older than younger adults. This age-related reduction in striatal sensitivity to reward prediction errors may result from a decline in phasic dopaminergic learning signals in the elderly.

Medial prefrontal cortex predicts internally driven strategy shifts.

Many daily behaviors require us to actively focus on the current task and ignore all other distractions. Yet, ignoring everything else might hinder the ability to discover new ways to achieve the same goal. Here, we studied the neural mechanisms that support the spontaneous change to better strategies while an established strategy is executed. Multivariate neuroimaging analyses showed that before the spontaneous change to an alternative strategy, medial prefrontal cortex (MPFC) encoded information that was irrelevant for the current strategy but necessary for the later strategy. Importantly, this neural effect was related to future behavioral changes: information encoding in MPFC was changed only in participants who eventually switched their strategy and started before the actual strategy change. This allowed us to predict spontaneous strategy shifts ahead of time. These findings suggest that MPFC might internally simulate alternative strategies and shed new light on the organization of PFC.

Aging and KIBRA/WWC1 genotype affect spatial memory processes in a virtual navigation task

Spatial navigation relies on multiple mnemonic mechanisms and previous work in younger adults has described two separate types of spatial memory. One type uses directional as well as boundary‐related information for spatial memory and mainly implicates the hippocampal formation. The other type has been linked to directional and landmark‐related information and primarily involves the striatum. Using a virtual reality navigation paradigm, we studied the impacts of aging and a single nucleotide polymorphism (SNP rs17070145) of the KIBRA gene (official name: WWC1) on these memory forms. Our data showed that older adults spatial learning was preferentially related to processing of landmark information, whereas processing of boundary information played a more prominent role in younger adults. Moreover, among older adults T‐allele carriers of the examined KIBRA polymorphism showed better spatial learning compared to C homozygotes. Together these findings provide the first evidence for an effect of the KIBRA rs17070145 polymorphism on spatial memory in humans and age differences in the reliance on landmark and boundary‐related spatial information.

Effects of aging and dopamine genotypes on the emergence of explicit memory during sequence learning.

The striatum and medial temporal lobe play important roles in implicit and explicit memory, respectively. Furthermore, recent studies have linked striatal dopamine modulation to both implicit as well as explicit sequence learning and suggested a potential role of the striatum in the emergence of explicit memory during sequence learning. With respect to aging, previous findings indicated that implicit memory is less impaired than explicit memory in older adults and that genetic effects on cognition are magnified by aging. To understand the links between these findings, we investigated effects of aging and genotypes relevant for striatal dopamine on the implicit and explicit components of sequence learning. Reaction time (RT) and error data from 80 younger (20-30 years) and 70 older adults (60-71 years) during a serial reaction time task showed that age differences in learning-related reduction of RTs emerged gradually over the course of learning. Verbal recall and measures derived from the process-dissociation procedure revealed that younger adults acquired more explicit memory about the sequence than older adults, potentially causing age differences in RT gains in later stages of learning. Of specific interest, polymorphisms of the dopamine- and cAMP-regulated neuronal phosphoprotein (DARPP-32, rs907094) and dopamine transporter (DAT, VNTR) genes showed interactive effects on overall RTs and verbal recall of the sequence in older but not in younger adults. Together our findings show that variations in genotypes relevant for dopamine functions are associated more with aging-related impairments in the explicit than the implicit component of sequence learning, providing support for theories emphasizing the role of dopaminergic modulation in cognitive aging and the magnification of genetic effects in human aging.

Position-item associations play a role in the acquisition of order knowledge in an implicit serial reaction time task.

Knowledge of sequential regularities plays a key role in forms of explicit and implicit memory, such as working memory and motor skills. Despite important advances in the study of sequence knowledge in the past century, the theoretical development of implicit and explicit memory has occurred separately. Unlike the literature on implicit sequence learning, the explicit learning literature differentiates between 2 forms of representation of serial structure, chaining (C is the item following B in the sequence A-B-C-D) and ordinal position knowledge (C is the 3rd item). In 3 experiments, we demonstrate that these 2 forms of sequence knowledge can be acquired in implicit sequence learning. In Experiment 1, 2 trained sequences were recombined at transfer such that the strength of (a) associations between serial positions and sequence elements as well as (b) associations between successive sequence elements could be estimated. In Experiment 2, we compared sequence elements placed at the trained versus untrained serial position. Experiment 3 reduced cues that can be used to determine the start of a sequence within the stream of trials. Our results suggest that the discussion held in explicit memory research about different forms of representation of sequences knowledge also is relevant for implicit sequence learning.

Implicit learning of what comes when and where within a sequence : The time-course of acquiring serial position-item and item-item associations to represent serial order

Much research has been conducted aimed at the representations and mechanisms that enable learning of sequential structures. A central debate concerns the question whether item-item associations (i.e., in the sequence A-B-C-D, B comes after A) or associations of item and serial list position (i.e., B is the second item in the list) are used to represent serial order. Previously, we showed that in a variant of the implicit serial reaction time task, the sequence representation contains associations between serial position and item information (Schuck, Gaschler, Keisler, & Frensch, 2011). Here, we applied models and research methods from working memory research to implicit serial learning to replicate and extend our findings. The experiment involved three sessions of sequence learning. Results support the view that participants acquire knowledge about order structure (item-item associations) and about ordinal structure (serial position-item associations). Analyses suggest that only the simultaneous use of the two types of knowledge acquisition can explain learning-related performance increases. Additionally, our results indicate that serial list position information plays a role very early in learning and that inter-item associations increasingly control behavior in later stages.

The Role of Mental Maps in Decision-Making

A growing body of work is investigating the use of mental maps during decision-making. Here we discuss how decision-making organizes experiences according to an internal model of the current task, thereby structuring memory. Likewise, we consider how the structure of mental maps contributes to decision-making.

Dopamine modulation of spatial navigation memory in Parkinson's disease

Striatal dopamine depletion is a key pathophysiological feature of Parkinsons disease (PD) causing motor and nonmotor symptoms. Research on nonmotor symptoms has mainly focused on frontostriatal functions. However, dopamine pathways ascending from the ventral tegmental area also innervate hippocampal structures and modulate hippocampal-dependent functions, such as spatial memory. Using a virtual spatial navigation task, we investigated dopaminergic modulation of spatial memory in PD patients in a crossover medication ON/OFF design. We examined medication effects on striatal- and hippocampal-dependent spatial memory by either replacing a location cue in the environment or enlarging its spatial boundary. Key results indicate that in contrast to prior evidence for younger adults, PD patients, like their age-matched controls, rely more on striatal cue-based than hippocampal spatial learning. Medication facilitated striatal-dependent cue-location learning, whereas medication benefit in hippocampal boundary-related spatial memory depended on prior experience with the task. Medication effects on spatial memory were comparable to and independent of benefits on motor symptoms. These findings shed new light on dopaminergic modulation of hippocampal-striatal functions in PD.

Electrophysiological correlates of observational learning in children

Observational learning is an important mechanism for cognitive and social development. However, the neurophysiological mechanisms underlying observational learning in children are not well understood. In this study, we used a probabilistic reward-based observational learning paradigm to compare behavioral and electrophysiological markers of individual and observational reinforcement learning in 8- to 10-year-old children. Specifically, we manipulated the amount of observable information as well as childrens similarity in age to the observed person (same-aged child vs. adult) to examine the effects of similarity in age on the integration of observed information in children. We show that the feedback-related negativity (FRN) during individual reinforcement learning reflects the valence of outcomes of own actions. Furthermore, we found that the feedback-related negativity during observational reinforcement learning (oFRN) showed a similar distinction between outcome valences of observed actions. This suggests that the oFRN can serve as a measure of observational learning in middle childhood. Moreover, during observational learning children profited from the additional social information and imitated the choices of their own peers more than those of adults, indicating that children have a tendency to conform more with similar others (e.g. their own peers) compared to dissimilar others (adults). Taken together, our results show that children can benefit from integrating observable information and that oFRN may serve as a measure of observational learning in children.

Temporal Neuronal Oscillations can Produce Spatial Phase Codes

Publisher Summary This chapter discusses how sub-threshold membrane potential oscillations (MPOs) could encode representations of the animals spatial location in their phase relationship with other oscillations. Oscillatory behavior of single neurons or groups of neurons is a common finding in a variety of brain areas. The amplitude profile is referred to as the envelope of the interference pattern and varies with a frequency equal to the difference between the frequencies of the two oscillations. The amplitude of the envelope is proportional to the phase difference at that moment, and therefore also proportional to the time integral of X. An extension to a two-dimensional spatial modulation of firing, as it is the case for grid cells, can be accomplished by assuming modulation from two or more velocity-controlled oscillators (VCOs) with non-parallel preferred directions. Coupling the activity of populations of grid cells or VCOs directly could enable individually unstable oscillations to become more stable collectively. The oscillatory interference mechanism would enable activity to track animal movement and provide a natural mechanism for theta phase precession.