ライフサイエンスコーパス: instrumental learning

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

2 ting the acquisition or extinction phases of instrumental learning.

3 Stress interferes with instrumental learning.

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

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

6 oes not mediate postsession consolidation of instrumental learning.

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

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

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

10 asalis gates neural plasticity necessary for instrumental learning.

11 epresent a conserved molecular mechanism for instrumental learning.

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

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

14 the hippocampus in encoding these aspects of instrumental learning.

15 al networks in the acquisition of appetitive instrumental learning.

16 a key process for acquisition of appetitive instrumental learning.

17 t explore whether spinal neurons can support instrumental learning.

18 d whether RF plasticity also develops during instrumental learning.

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

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

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

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

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

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

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

26 Theories of instrumental learning are centred on understanding how s

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

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

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

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

31 5 activity attenuates excessive grooming and instrumental learning differentially, and rescues impair

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

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

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

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

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

37 Instrumental learning is a fundamental process through w

38 Instrumental learning is mediated by goal-directed and h

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

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

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

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

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

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

45 We found that instrumental learning performance was significantly wors

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

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

48 depend on interactions between pavlovian and instrumental learning processes.

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

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

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

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

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

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

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

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

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

58 minimize physical efforts in a probabilistic instrumental learning task.

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

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

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

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

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

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

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

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

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

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