ISIS NeuroSTIC. Un modèle computationnel de l amygdale pour l apprentissage pavlovien.
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1 ISIS NeuroSTIC Un modèle computationnel de l amygdale pour l apprentissage pavlovien Frederic.Alexandre@inria.fr
2 An important (but rarely addressed) question: How can animals and humans adapt (survive) in a unknown, dynamic, changing world with few help? Fundamental processes: learning, motivations, emotions A systemic approach in computational neuroscience
3 The goal of learning is to: What is Learning? Extract invariants in the multimodal and sensorimotor world Adapt initial or previously acquired knowledge to drifts and changes Reduce the huge quantity of information received: o reduce the number of data (prototypes) o reduce the dimensionality (representation) o enhance specific internal and external signals (pain, pleasure, novelty, errors, motivations, emotions)
4 What are Emotions? Automatic response to appetitive/aversive stimuli" Biologically significant stimuli" Learning predicting stimuli for anticipation" Response = motor, autonomic, hormonal" Evaluation of their value" " For response adjustment and comparison" Pleasure/pain interoception by the body
5 What are Motivations? Extrinsic motivations:" Linked to external reinforcement" Hunger, thirst, mating, integrity of the body" Intrinsic motivations" Linked to internal reinforcement" Novelty, error of prediction, exploration, curiosity" Motivations give drives and define goals
6 Complementary roles for Motivations and Emotions Emotions detect hedonic salience: I like" (or I dislike this stimulus representing or predicting reward or punishment)" Emotional learning = learning stimuli that predict reinforcement, to anticipate and prepare the body: pavlovian or respondent conditioning" Motivations give incentive to act: I want " (to get the reward or to avoid the punishment)" Motivational learning = selection of action to maximize expectancy of reinforcement:" operant or instrumental conditioning"
7 Pavlovian conditioning or classical or respondent conditioning Unconditioned Stimuli (US) : biologically significant stimuli Conditioned Stimuli (CS) : learned (emotional) stimuli (CS and US can be aversive or appetitive)
8 Pavlovian conditioning Acquisition: CS+US Test: CS CR Extinction: CS Test: CS no-cr (But not so simple )
9 Instrumental conditioning or operant conditioning - Principle (Skinner): S-A-O (Outcomes) - Reinforcement Learning: Selection (and reinforcement) of action that maximize rewards and minimize punishment - Linked to motivations
10 The amygdala Association between a stimulus and its emotional consequences AAA ME CE ABN A-H CO BN LN
11 More complex sensory information from multimodal sensory cortex and hippocampus Simple CS US BLA: CS-US Association and representation CeA: pavlovian response Influence from and to operant conditioning Hormonal, autonomic, motor responses
12 Basal Ganglia and decision- making
13 Motivation-Goal-Planning-Execution (Penner and Mizumori 2012)
14 mpfc (motivation: benefit for the body) vs OFC (preference: value of the goal) 14
15
16 Neuromodulation: dopamine (rewards, error of prediction), serotonin (punishment, risk), noradrenaline (known uncertainty), acetylcholine (unknown uncertainty)
17 CSA V A Respondent Conditioning: Learning CS-US associations CSi Predicted US Occuring US (λ=0/1) Just an associative learning? (Not so simple )
18 Some problems in pavlovian conditioning Blocking (principe of parsimony) Phase 1: CS1+US; Phase 2: CS1&CS2+US Test: CS2 no-cr Learning depends on history of association: CS often associated with US learn less quickly Reversal quicker after overtraining Need a long time to learn extinction; context-dependent; renewal immediate (extinction is not forgetting but temporary inhibition)
19 CSA V A Respondent Conditioning: US-processing models CSi Predicted US Occuring US (λ=0/1) Rescorla-Wagner Model: Learning occurs if what happens (US=0/1) does not match expectation: Learning based on error of prediction Expectation = sum of predictive values of all stimuli CS present
20 Some problems in pavlovian conditioning Blocking (principe of parsimony) Phase 1: CS1+US; Phase 2: CS1&CS2+US Test: CS2 no-cr Learning depends on the history of association: CS often associated with US learn less quickly Reversal quicker after overtraining Need a long time to learn extinction; context-dependent; renewal immediate (extinction is not forgetting but temporary inhibition)
21 CSA V A Respondent Conditioning: CS-processing models CSi Predicted US Occuring US (λ=0/1) Pearce-Hall Model: increase associability of less known CS, as a function of surprise (=abs(rpe)): Mackintosh Model: maintain high associability for reliable CS:
22 Reward Prediction Error in VTA and Surprise (associability) in BLA (Roesch et al., 2012)
23 When there is a surprise, choosing between two kinds of uncertainty: noradrenaline (known uncertainty), acetylcholine (unknown uncertainty) (Yu and Dayan, 2005)
24 Some problems in pavlovian conditioning Blocking (principe of parsimony) Phase 1: CS1+US; Phase 2: CS1&CS2+US Test: CS2 no-cr Learning depends on history of association: CS often associated with US learn less quickly Reversal quicker after overtraining Need a long time to learn extinction; context-dependent; renewal immediate (extinction is not forgetting but temporary inhibition)
25 Interactions Respondent-Operant US vs Outcomes; CS vs CRf (conditioned reinforcers); role in addiction Action-Reflexes interactions Goal-Directed vs habitual behavior: role of the Hippocampus Task sets and history in PFC: Motivation in PL can lead to devaluation; Preference in IL can lead to extinction Neuromodulation triggered from CeA and PL/IL
26 The amygdala A more precise view on the inner circuitry
27 RW rule in LA PH rule and Ach/DA Mackintosh rule and NE History in PL/IL Features in Thalamus and Cortex Examples in context in Hippocampus
28 An amygdalar systemic model of Respondent Conditioning Learning CS predicting US : How are CS represented? (cues, contextual, history) Amount of associative change? (hybrid model) Different modes for functioning and learning rules? (neuromodulation) Fully explains pavlovian learning for sets of examples Ongoing work: Implementing online learning with task sets in PFC Extinction is an inhibition and not a forgetting (cues vs context; history)
29 Back at the systemic level Emotions and motivations are fundamental adaptive processes:" Written down on the body" Basis for decision and organization of behavior" Motivation, Goal, Strategy, Execution" Need for a deeper understanding in neuroscience" Implication in most neurological diseases" Acknowledgement to the in Bordeaux
30 ISIS NeuroSTIC Un modèle computationnel de l amygdale pour l apprentissage pavlovien Frederic.Alexandre@inria.fr
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