Dissociating task acquisition from expression during learning reveals latent knowledge.

Autor:	Kuchibhotla KV; Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD, 21218, USA. kkuchib1@jhu.edu.; Department of Neuroscience, Johns Hopkins Medical School, Baltimore, MD, 21218, USA. kkuchib1@jhu.edu., Hindmarsh Sten T; Departments of Otolaryngology, Neuroscience and Physiology, Skirball Institute, Neuroscience Institute, New York University School of Medicine, New York, NY, 10016, USA.; Center for Neural Science, New York University, New York, NY, 10003, USA.; Laboratory of Neurophysiology and Behavior, The Rockefeller University, New York, NY, 10065, USA., Papadoyannis ES; Departments of Otolaryngology, Neuroscience and Physiology, Skirball Institute, Neuroscience Institute, New York University School of Medicine, New York, NY, 10016, USA.; Center for Neural Science, New York University, New York, NY, 10003, USA., Elnozahy S; Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD, 21218, USA., Fogelson KA; Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD, 21218, USA., Kumar R; Laboratoire des Systèmes Perceptifs, UMR8248, École Normale Supérieure-PSL Research University, 75006, Paris, France., Boubenec Y; Laboratoire des Systèmes Perceptifs, UMR8248, École Normale Supérieure-PSL Research University, 75006, Paris, France., Holland PC; Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD, 21218, USA.; Department of Neuroscience, Johns Hopkins Medical School, Baltimore, MD, 21218, USA., Ostojic S; Laboratoire de Neurosciences Cognitives, INSERM U960, École Normale Supérieure-PSL Research University, 75006, Paris, France., Froemke RC; Departments of Otolaryngology, Neuroscience and Physiology, Skirball Institute, Neuroscience Institute, New York University School of Medicine, New York, NY, 10016, USA.; Center for Neural Science, New York University, New York, NY, 10003, USA.; Faculty Scholar, Howard Hughes Medical Institute, Chevy Chase, MA, 20815, USA.
Jazyk:	angličtina
Zdroj:	Nature communications [Nat Commun] 2019 May 14; Vol. 10 (1), pp. 2151. Date of Electronic Publication: 2019 May 14.
DOI:	10.1038/s41467-019-10089-0
Abstrakt:	Performance on cognitive tasks during learning is used to measure knowledge, yet it remains controversial since such testing is susceptible to contextual factors. To what extent does performance during learning depend on the testing context, rather than underlying knowledge? We trained mice, rats and ferrets on a range of tasks to examine how testing context impacts the acquisition of knowledge versus its expression. We interleaved reinforced trials with probe trials in which we omitted reinforcement. Across tasks, each animal species performed remarkably better in probe trials during learning and inter-animal variability was strikingly reduced. Reinforcement feedback is thus critical for learning-related behavioral improvements but, paradoxically masks the expression of underlying knowledge. We capture these results with a network model in which learning occurs during reinforced trials while context modulates only the read-out parameters. Probing learning by omitting reinforcement thus uncovers latent knowledge and identifies context- not "smartness"- as the major source of individual variability.
Databáze:	MEDLINE
Externí odkaz:	Zobrazit plný text záznamu