Category Learning in the Brain

Seger, Carol A.; Miller, Earl K.

doi:10.1146/annurev.neuro.051508.135546

Cited by 331 publications

(330 citation statements)

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“…In particular, enhanced visual sensitivity is mediated by neural changes at (1) early processing stages in occipitotemporal and parietal regions known to be involved in the detection and integration of global visual forms (Ostwald et al, 2008), and (2) later decision stages in prefrontal regions thought to accumulate sensory evidence for perceptual judgments (Newsome et al, 1989;Kim and Shadlen, 1999;Shadlen and Newsome, 2001;Heekeren et al, 2004;Grinband et al, 2006). Second, the learning-dependent changes we observed in later frontal processes are consistent with previous imaging studies implicating frontal regions in category and rule learning (for review, see Keri, 2003;Ashby and Maddox, 2005;Poldrack and Foerd, 2008;Seger and Miller, 2010). In particular, improved sensitivity in visual categorization in noise is related to learning-dependent changes in dorsolateral prefrontal regions (SFG) known to contribute to the accumulation of sensory information toward a decision (Newsome et al, 1989;Kim and Shadlen, 1999;Shadlen and Newsome, 2001;Heekeren et al, 2004;Grinband et al, 2006).…”

Section: Discussionsupporting

confidence: 87%

Learning Acts on Distinct Processes for Visual Form Perception in the Human Brain

Mayhew

Li²,

Kourtzi³

2012

J. Neurosci.

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Learning is known to facilitate our ability to detect targets in clutter and optimize brain processes for successful visual recognition. Previous brain-imaging studies have focused on identifying spatial patterns (i.e., brain areas) that change with learning, implicating occipitotemporal and frontoparietal areas. However, little is known about the interactions within this network that mediate learningdependent improvement in complex perceptual tasks (i.e., discrimination of visual forms in clutter). Here we take advantage of the complementary high spatial and temporal resolution of simultaneous EEG-fMRI to identify the learning-dependent changes in spatiotemporal brain patterns that mediate enhanced behavioral sensitivity in the discrimination of global forms after training. We measured the observers' choices when discriminating between concentric and radial patterns presented in noise before and after training. Similarly, we measured the choices of a pattern classifier when predicting each stimulus from EEG-fMRI signals. By comparing the performance of human observers and classifiers, we demonstrated that learning alters sensitivity to visual forms and EEG-fMRI activation patterns related to distinct visual recognition processes. In particular, behavioral improvement after training was associated with changes in (1) early processes involved in the integration of global forms in higher occipitotemporal and parietal areas, and (2) later processes related to categorical judgments in frontal circuits. Thus, our findings provide evidence that learning acts on distinct visual recognition processes and shapes feedforward interactions across brain areas to support performance in complex perceptual tasks.

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Section: Discussionsupporting

confidence: 87%

Learning Acts on Distinct Processes for Visual Form Perception in the Human Brain

Mayhew

Li²,

Kourtzi³

2012

J. Neurosci.

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“…However, intriguingly, adults' DLPFC activation correlated positively with fear rating to the CS−. Thus, in adults, stronger DLPFC engagement may have emerged to CS− events that were progressively more "ambiguous," due to their similarity to the CS+ in terms of fear-evoking capacity (22). This concurs with theories suggesting that mature DLPFC function disambiguates competition among similar-appearing stimuli, enabling the formation of precise categories.…”

Section: Discussionsupporting

confidence: 77%

“…According to theories of PFC function, category learning is facilitated by dorsolateral regions, which serve to resolve competition created by representations of similar-appearing stimuli (4,22). In the present study, such competition was expected to arise between the similar-appearing CS+ and CS−.…”

mentioning

confidence: 73%

“…Such a positive correlation was predicted, because increasingly high fear to the CS− reflects instances where the CS− is experienced as increasingly similar to the CS+. Under these circumstances, greater DLPFC response is expected, as it is required to resolve this ambiguity (22). Given DLPFC immaturity, we expected no correlation between adolescent DLPFC responding and fear ratings to the CS−.…”

mentioning

confidence: 98%

“…In adolescents, fear learning is expected to rely predominantly on simpler forms of discrimination learning supported by subcortical activity (22). However, adult fear learning is expected to involve other additional brain regions.…”

mentioning

confidence: 99%

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Distinct neural signatures of threat learning in adolescents and adults

Lau

Britton

Nelson

et al. 2011

Proc. Natl. Acad. Sci. U.S.A.

168

175

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Most teenage fears subside with age, a change that may reflect brain maturation in the service of refined fear learning. Whereas adults clearly demarcate safe situations from real dangers, attenuating fear to the former but not the latter, adolescents' immaturity in prefrontal cortex function may limit their ability to form clear-cut threat categories, allowing pervasive fears to manifest. Here we developed a discrimination learning paradigm that assesses the ability to categorize threat from safety cues to test these hypotheses on age differences in neurodevelopment. In experiment 1, we first demonstrated the capacity of this paradigm to generate threat/safety discrimination learning in both adolescents and adults. Next, in experiment 2, we used this paradigm to compare the behavioral and neural correlates of threat/safety discrimination learning in adolescents and adults using functional MRI. This second experiment yielded three sets of findings. First, when labeling threats online, adolescents reported less discrimination between threat and safety cues than adults. Second, adolescents were more likely than adults to engage early-maturing subcortical structures during threat/safety discrimination learning. Third, adults' but not adolescents' engagement of late-maturing prefrontal cortex regions correlated positively with fear ratings during threat/safety discrimination learning. These data are consistent with the role of dorsolateral regions during category learning, particularly when differences between stimuli are subtle [Miller EK, Cohen JD (2001) Annu Rev Neurosci 24:167-202]. These findings suggest that maturational differences in subcortical and prefrontal regions between adolescent and adult brains may relate to age-related differences in threat/safety discrimination. amygdala | brain development | discriminative fear conditioning | threat responding | anxiety

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Conceptual Development

Sloutsky

2015

Handbook of Child Psychology and Developmental Science

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This chapter is concerned with how children acquire conceptual knowledge and how domains themselves may emerge as a consequence of learning and development. I organize the material using a theoretical framework that includes three important aspects to human concepts. First, there is the ability to form categories (or equivalence classes of discriminable entities) by focusing on commonalities and abstracting away differences. Second, there is the ability to lexicalize some of these categories and use the word in reference to an individual and the entire class. Third, there is the ability to use words as knowledge hubs for accumulating knowledge about these lexicalized categories, and subsequently form more abstract categories and make predictions. I argue that the ability to form categories is shared with other mammals and perhaps with other vertebrates, whereas the latter two abilities are uniquely human. Finally, I consider the basic ability to learn and use categories as well as the ability to form and use lexicalized concepts serving as knowledge hubs.

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Category Learning in the Brain

Cited by 331 publications

References 122 publications

Learning Acts on Distinct Processes for Visual Form Perception in the Human Brain

Learning Acts on Distinct Processes for Visual Form Perception in the Human Brain

Distinct neural signatures of threat learning in adolescents and adults

Conceptual Development

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