Dorsal striatum does not mediate feedback-based, stimulus-response learning: An event-related fMRI study in patients with Parkinson's disease tested on and off dopaminergic therapy
| Autor: | Nole M. Hiebert, Adrian M. Owen, Mary E. Jenkins, Penny A. MacDonald, Daniel Mendonca, Hooman Ganjavi, Ken N. Seergobin |
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| Rok vydání: | 2018 |
| Předmět: |
Dorsum
Male Parkinson's disease Formative Feedback Cognitive Neuroscience Dopamine Functional magnetic resonance imaging Decision Making Striatum Disease 050105 experimental psychology Antiparkinson Agents Levodopa 03 medical and health sciences Dorsal striatum 0302 clinical medicine medicine Psychology Humans 0501 psychology and cognitive sciences Evoked Potentials Aged Brain Mapping medicine.diagnostic_test 05 social sciences Ventral striatum Dopaminergic Neurosciences Association Learning Parkinson Disease medicine.disease Magnetic Resonance Imaging Corpus Striatum medicine.anatomical_structure Neurology Female Neuroscience Decision making 030217 neurology & neurosurgery medicine.drug |
| Zdroj: | Brain and Mind Institute Researchers' Publications |
| ISSN: | 1095-9572 |
| Popis: | © 2018 Learning associations between stimuli and responses is essential to everyday life. Dorsal striatum (DS) has long been implicated in stimulus-response learning, though recent results challenge this contention. We have proposed that discrepant findings arise because stimulus-response learning methodology generally confounds learning and response selection processes. In 19 patients with Parkinson's disease (PD) and 18 age-matched controls, we found that dopaminergic therapy decreased the efficiency of stimulus-response learning, with corresponding attenuation of ventral striatum (VS) activation. In contrast, exogenous dopamine improved response selection accuracy related to enhanced DS BOLD signal. Contrasts between PD patients and controls fully support these within-subject patterns. These double dissociations in terms of behaviour and neural activity related to VS and DS in PD and in response to dopaminergic therapy, strongly refute the view that DS mediates stimulus-response learning through feedback. Our findings integrate with a growing literature favouring a role for DS in decision making rather than learning, and unite two literature that have been evolving independently. |
| Databáze: | OpenAIRE |
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