ライフサイエンスコーパス: instrumental learning

1 critical mechanism for maximizing reward is instrumental learning.

2 ving the interplay of semantic knowledge and instrumental learning.

3 volved separate, domain-specific systems for instrumental learning.

4 in the DLS had relatively limited effects on instrumental learning.

5 ting the acquisition or extinction phases of instrumental learning.

6 Stress interferes with instrumental learning.

7 ole for PPN-mediated reward signals in human instrumental learning.

8 ed task engagement, Pavlovian processes, and instrumental learning.

9 nimizes net shock exposure, a simple form of instrumental learning.

10 oes not mediate postsession consolidation of instrumental learning.

11 the Acb core is more crucial for appetitive instrumental learning.

12 crease in flexion duration, a simple form of instrumental learning.

13 ral structures, can support a simple form of instrumental learning.

14 asalis gates neural plasticity necessary for instrumental learning.

15 epresent a conserved molecular mechanism for instrumental learning.

16 f the rat during the development of adaptive instrumental learning.

17 t leg in a flexed position, a simple form of instrumental learning.

18 the hippocampus in encoding these aspects of instrumental learning.

19 al networks in the acquisition of appetitive instrumental learning.

20 a key process for acquisition of appetitive instrumental learning.

21 t explore whether spinal neurons can support instrumental learning.

22 d whether RF plasticity also develops during instrumental learning.

23 ing but tend to perform worse than adults at instrumental learning.

24 n contrast, continued LTSI activation slowed instrumental learning.

25 ntia nigra (SNc) dopamine neurons to support instrumental learning.

26 sumption and withdrawal impaired reversal of instrumental learning.

27 , as well as response representations during instrumental learning.

28 ting rotarod without affecting goal-directed instrumental learning.

29 pathways bypassing V1 in reinforcing visual instrumental learning.

30 s of plasticity, including response-outcome (instrumental) learning.

31 se valence-specific response tendencies bias instrumental learning across development remains poorly

32 first instance of a selective alteration in instrumental learning after striatum-specific genetic ma

33 faithful copying is merely a side-effect of instrumental learning and action parsing.

34 (CN) of the amygdala on a number of tests of instrumental learning and performance and particularly o

35 he dorsal striatum during the acquisition of instrumental learning and suggest that processes sensiti

36 f dopamine D-1 and glutamate NMDA signaling, instrumental learning, and drug cue conditioning.

37 The PE is thought to be a crucial signal for instrumental learning, and interference with DA transmis

38 Theories of instrumental learning are centred on understanding how s

39 dorsomedial striatum (DMS) to the control of instrumental learning are not defined.

40 productive at improving our understanding of instrumental learning as well as dopaminergic and striat

41 receptors are involved in the modulation of instrumental learning biases.

42 into contributions of not only Pavlovian and instrumental learning but also habit learning, to avoida

43 ve-compulsive disorder patients exhibited an instrumental learning deficit that was fully alleviated

44 5 activity attenuates excessive grooming and instrumental learning differentially, and rescues impair

45 ng does not involve decision-making, whereas instrumental learning does, we propose that these develo

46 angle the impact of reward and punishment on instrumental learning from Pavlovian response biasing.

47 we demonstrate that when subjects engage in instrumental learning in a verbal semantic space, as opp

48 ontal cortex and basolateral amygdala during instrumental learning in an olfactory discrimination tas

49 ard-based learning across species, including instrumental learning in contextual bandit tasks, and th

50 substrates of the goal-directed component of instrumental learning in humans.

51 ed in a complex neural network, required for instrumental learning in the mammalian brain.

52 effect was not secondary to an impairment in instrumental learning; in experiment 2, no evidence was

53 Instrumental learning is a fundamental process through w

54 Instrumental learning is mediated by goal-directed and h

55 nfluences in the NAc have been implicated in instrumental learning, it is unclear whether similar mec

56 umbens core strongly impaired acquisition of instrumental learning (lever pressing for food), whereas

57 suppress such movements, as proposed by the instrumental learning model.

58 In standard instrumental learning models, action values are updated

59 onal biases may also arise from asymmetrical instrumental learning of active and passive responses fo

60 of action-outcome (A-O) contingencies in an instrumental learning paradigm or upon reversal of A-O c

61 To this aim, we administered a three-stage instrumental learning paradigm to 17 unmedicated and 17

62 Using established assays from the instrumental learning paradigm, we showed that mice with

63 We found that instrumental learning performance was significantly wors

64 ensory cortices satisfying two conditions of instrumental learning: postreward activity should reflec

65 the ventral striatum, is thought to mediate instrumental learning processes and many aspects of drug

66 We hypothesized that both pavlovian and instrumental learning processes may be driven by common

67 test the hypothesis that both pavlovian and instrumental learning processes were driven by common re

68 prejudice, via the interplay of semantic and instrumental learning processes, these findings illumina

69 depend on interactions between pavlovian and instrumental learning processes.

70 ncluding temporal discount, outcome utility, instrumental learning rate, instrumental outcome sensiti

71 Behaviors used were instrumental learning, sucrose preference, and spontaneo

72 to rely on abnormalities within fundamental instrumental learning systems.

73 thritis and 28 healthy controls performed an instrumental learning task (four-armed bandit) during 3

74 NAc disrupts consolidation of an appetitive instrumental learning task (lever-pressing for food) in

75 Participants completed a probabilistic instrumental learning task before and after the pharmaco

76 ction participants completed a probabilistic instrumental learning task in which they had to learn to

77 imulation (STN-DBS), while they performed an instrumental learning task involving financial rewards a

78 healthy volunteers completed a probabilistic instrumental learning task on two separate occasions, on

79 so showed significant impairment in a spinal instrumental learning task performed by the previously i

80 unteers while they performed a probabilistic instrumental learning task that varied in both the physi

81 ic resonance imaging while they performed an instrumental learning task under the influence of either

82 Here, we used an instrumental learning task with non-alcohol-associated s

83 Using an instrumental learning task with non-alcohol-related stim

84 ait-level information through feedback in an instrumental learning task, but relied more heavily on t

85 dissociation and extend it to the case of an instrumental learning task, in which 24 human volunteers

86 resonance imaging, participants performed an instrumental learning task, in which cue-outcome conting

87 ment learning (RL) (RL+WM) to solve a simple instrumental learning task, relying on WM when the numbe

88 (LFPs), recorded while patients performed an instrumental learning task, showed a specific response t

89 minimize physical efforts in a probabilistic instrumental learning task.

90 e healthy participants (n = 58) performed an instrumental learning task.

91 solution fMRI data in subjects performing an instrumental learning task.

92 isition but not performance of an appetitive instrumental learning task.

93 they performed an established probabilistic instrumental learning task.

94 ts support a beneficial role of serotonin in instrumental learning that is independent of outcome val

95 ous dopamine systems support unique forms of instrumental learning that ultimately result in disparat

96 Here we show that, during instrumental learning, the magnitude of reward predictio

97 In instrumental learning, Thorndike's law of effect states

98 at the time of the reward to the control of instrumental learning, using our newly developed rhodops

99 Whether stress impacts on instrumental learning via these Pavlovian associations i

100 yses indicated that the effect of PPN DBS on instrumental learning was best captured by an increase i

101 The region of the cord that mediates this instrumental learning was isolated using neuroanatomical

102 tigated the effects of D2R overexpression on instrumental learning, willingness to work, use of rewar

103 ociative memory, Pavlovian conditioning, and instrumental learning), with detailed models of their op