Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
4 recherche sur le mot-clé 'reinforcement learning'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Probabilistic reinforcement learning in adults with autism spectrum disorders / Marjorie SOLOMON in Autism Research, 4-2 (April 2011)
[article]
Titre : Probabilistic reinforcement learning in adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie SOLOMON, Auteur ; Anne C. SMITH, Auteur ; Michael J. FRANK, Auteur ; Stanford LY, Auteur ; Cameron S. CARTER, Auteur Année de publication : 2011 Article en page(s) : p.109-120 Langues : Anglais (eng) Mots-clés : autism spectrum disorders probabilistic reinforcement learning basal ganglia orbito-frontal cortex computational model Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASDs) can be conceptualized as disorders of learning, however there have been few experimental studies taking this perspective. Methods: We examined the probabilistic reinforcement learning performance of 28 adults with ASDs and 30 typically developing adults on a task requiring learning relationships between three stimulus pairs consisting of Japanese characters with feedback that was valid with different probabilities (80%, 70%, and 60%). Both univariate and Bayesian state–space data analytic methods were employed. Hypotheses were based on the extant literature as well as on neurobiological and computational models of reinforcement learning. Results: Both groups learned the task after training. However, there were group differences in early learning in the first task block where individuals with ASDs acquired the most frequently accurately reinforced stimulus pair (80%) comparably to typically developing individuals; exhibited poorer acquisition of the less frequently reinforced 70% pair as assessed by state–space learning curves; and outperformed typically developing individuals on the near chance (60%) pair. Individuals with ASDs also demonstrated deficits in using positive feedback to exploit rewarded choices. Conclusions: Results support the contention that individuals with ASDs are slower learners. Based on neurobiology and on the results of computational modeling, one interpretation of this pattern of findings is that impairments are related to deficits in flexible updating of reinforcement history as mediated by the orbito-frontal cortex, with spared functioning of the basal ganglia. This hypothesis about the pathophysiology of learning in ASDs can be tested using functional magnetic resonance imaging. En ligne : http://dx.doi.org/10.1002/aur.177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Autism Research > 4-2 (April 2011) . - p.109-120[article] Probabilistic reinforcement learning in adults with autism spectrum disorders [Texte imprimé et/ou numérique] / Marjorie SOLOMON, Auteur ; Anne C. SMITH, Auteur ; Michael J. FRANK, Auteur ; Stanford LY, Auteur ; Cameron S. CARTER, Auteur . - 2011 . - p.109-120.
Langues : Anglais (eng)
in Autism Research > 4-2 (April 2011) . - p.109-120
Mots-clés : autism spectrum disorders probabilistic reinforcement learning basal ganglia orbito-frontal cortex computational model Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASDs) can be conceptualized as disorders of learning, however there have been few experimental studies taking this perspective. Methods: We examined the probabilistic reinforcement learning performance of 28 adults with ASDs and 30 typically developing adults on a task requiring learning relationships between three stimulus pairs consisting of Japanese characters with feedback that was valid with different probabilities (80%, 70%, and 60%). Both univariate and Bayesian state–space data analytic methods were employed. Hypotheses were based on the extant literature as well as on neurobiological and computational models of reinforcement learning. Results: Both groups learned the task after training. However, there were group differences in early learning in the first task block where individuals with ASDs acquired the most frequently accurately reinforced stimulus pair (80%) comparably to typically developing individuals; exhibited poorer acquisition of the less frequently reinforced 70% pair as assessed by state–space learning curves; and outperformed typically developing individuals on the near chance (60%) pair. Individuals with ASDs also demonstrated deficits in using positive feedback to exploit rewarded choices. Conclusions: Results support the contention that individuals with ASDs are slower learners. Based on neurobiology and on the results of computational modeling, one interpretation of this pattern of findings is that impairments are related to deficits in flexible updating of reinforcement history as mediated by the orbito-frontal cortex, with spared functioning of the basal ganglia. This hypothesis about the pathophysiology of learning in ASDs can be tested using functional magnetic resonance imaging. En ligne : http://dx.doi.org/10.1002/aur.177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Punishment insensitivity and impaired reinforcement learning in preschoolers / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 55-2 (February 2014)
[article]
Titre : Punishment insensitivity and impaired reinforcement learning in preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. BRIGGS-GOWAN, Auteur ; Sara R. NICHOLS, Auteur ; Joel VOSS, Auteur ; Elvira ZOBEL, Auteur ; Alice S. CARTER, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; James R. BLAIR, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.154-161 Langues : Anglais (eng) Mots-clés : Psychopathic tendencies reinforcement learning punishment insensitivity low concern early childhood disruptive behavior development Index. décimale : PER Périodiques Résumé : Background Youth and adults with psychopathic traits display disrupted reinforcement learning. Advances in measurement now enable examination of this association in preschoolers. The current study examines relations between reinforcement learning in preschoolers and parent ratings of reduced responsiveness to socialization, conceptualized as a developmental vulnerability to psychopathic traits. Methods One hundred and fifty-seven preschoolers (mean age 4.7 ± 0.8 years) participated in a substudy that was embedded within a larger project. Children completed the ‘Stars-in-Jars’ task, which involved learning to select rewarded jars and avoid punished jars. Maternal report of responsiveness to socialization was assessed with the Punishment Insensitivity and Low Concern for Others scales of the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB). Results Punishment Insensitivity, but not Low Concern for Others, was significantly associated with reinforcement learning in multivariate models that accounted for age and sex. Specifically, higher Punishment Insensitivity was associated with significantly lower overall performance and more errors on punished trials (‘passive avoidance’). Conclusions Impairments in reinforcement learning manifest in preschoolers who are high in maternal ratings of Punishment Insensitivity. If replicated, these findings may help to pinpoint the neurodevelopmental antecedents of psychopathic tendencies and suggest novel intervention targets beginning in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Journal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.154-161[article] Punishment insensitivity and impaired reinforcement learning in preschoolers [Texte imprimé et/ou numérique] / Margaret J. BRIGGS-GOWAN, Auteur ; Sara R. NICHOLS, Auteur ; Joel VOSS, Auteur ; Elvira ZOBEL, Auteur ; Alice S. CARTER, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; James R. BLAIR, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.154-161.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.154-161
Mots-clés : Psychopathic tendencies reinforcement learning punishment insensitivity low concern early childhood disruptive behavior development Index. décimale : PER Périodiques Résumé : Background Youth and adults with psychopathic traits display disrupted reinforcement learning. Advances in measurement now enable examination of this association in preschoolers. The current study examines relations between reinforcement learning in preschoolers and parent ratings of reduced responsiveness to socialization, conceptualized as a developmental vulnerability to psychopathic traits. Methods One hundred and fifty-seven preschoolers (mean age 4.7 ± 0.8 years) participated in a substudy that was embedded within a larger project. Children completed the ‘Stars-in-Jars’ task, which involved learning to select rewarded jars and avoid punished jars. Maternal report of responsiveness to socialization was assessed with the Punishment Insensitivity and Low Concern for Others scales of the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB). Results Punishment Insensitivity, but not Low Concern for Others, was significantly associated with reinforcement learning in multivariate models that accounted for age and sex. Specifically, higher Punishment Insensitivity was associated with significantly lower overall performance and more errors on punished trials (‘passive avoidance’). Conclusions Impairments in reinforcement learning manifest in preschoolers who are high in maternal ratings of Punishment Insensitivity. If replicated, these findings may help to pinpoint the neurodevelopmental antecedents of psychopathic tendencies and suggest novel intervention targets beginning in early childhood. En ligne : http://dx.doi.org/10.1111/jcpp.12132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Annual Research Review: Developmental computational psychiatry / T. U. HAUSER in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)
[article]
Titre : Annual Research Review: Developmental computational psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : T. U. HAUSER, Auteur ; G. J. WILL, Auteur ; M. DUBOIS, Auteur ; R. J. DOLAN, Auteur Article en page(s) : p.412-426 Langues : Anglais (eng) Mots-clés : Developmental computational psychiatry apathy dopamine motivation prediction error reinforcement learning self-esteem Index. décimale : PER Périodiques Résumé : Most psychiatric disorders emerge during childhood and adolescence. This is also a period that coincides with the brain undergoing substantial growth and reorganisation. However, it remains unclear how a heightened vulnerability to psychiatric disorder relates to this brain maturation. Here, we propose 'developmental computational psychiatry' as a framework for linking brain maturation to cognitive development. We argue that through modelling some of the brain's fundamental cognitive computations, and relating them to brain development, we can bridge the gap between brain and cognitive development. This in turn can lead to a richer understanding of the ontogeny of psychiatric disorders. We illustrate this perspective with examples from reinforcement learning and dopamine function. Specifically, we show how computational modelling deepens an understanding of how cognitive processes, such as reward learning, effort learning, and social learning might go awry in psychiatric disorders. Finally, we sketch the promises and limitations of a developmental computational psychiatry. En ligne : https://dx.doi.org/10.1111/jcpp.12964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.412-426[article] Annual Research Review: Developmental computational psychiatry [Texte imprimé et/ou numérique] / T. U. HAUSER, Auteur ; G. J. WILL, Auteur ; M. DUBOIS, Auteur ; R. J. DOLAN, Auteur . - p.412-426.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.412-426
Mots-clés : Developmental computational psychiatry apathy dopamine motivation prediction error reinforcement learning self-esteem Index. décimale : PER Périodiques Résumé : Most psychiatric disorders emerge during childhood and adolescence. This is also a period that coincides with the brain undergoing substantial growth and reorganisation. However, it remains unclear how a heightened vulnerability to psychiatric disorder relates to this brain maturation. Here, we propose 'developmental computational psychiatry' as a framework for linking brain maturation to cognitive development. We argue that through modelling some of the brain's fundamental cognitive computations, and relating them to brain development, we can bridge the gap between brain and cognitive development. This in turn can lead to a richer understanding of the ontogeny of psychiatric disorders. We illustrate this perspective with examples from reinforcement learning and dopamine function. Specifically, we show how computational modelling deepens an understanding of how cognitive processes, such as reward learning, effort learning, and social learning might go awry in psychiatric disorders. Finally, we sketch the promises and limitations of a developmental computational psychiatry. En ligne : https://dx.doi.org/10.1111/jcpp.12964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders – differentiating decision making in attention-deficit/hyperactivity disorder, conduct disorder, depression, and anxiety / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 57-3 (March 2016)
[article]
Titre : Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders – differentiating decision making in attention-deficit/hyperactivity disorder, conduct disorder, depression, and anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur ; Samuele CORTESE, Auteur ; Graeme FAIRCHILD, Auteur ; Argyris STRINGARIS, Auteur Article en page(s) : p.321-349 Langues : Anglais (eng) Mots-clés : Transdiagnostic decision making reinforcement learning delayed reinforcement executive functions working memory inhibition prefrontal cortex ventral striatum amygdala: CD attention-deficit/hyperactivity disorder anxiety depression Index. décimale : PER Périodiques Résumé : Background Ineffective decision making is a major source of everyday functional impairment and reduced quality of life for young people with mental disorders. However, very little is known about what distinguishes decision making by individuals with different disorders or the neuropsychological processes or brain systems underlying these. This is the focus of the current review. Scope and methodology We first propose a neuroeconomic model of the decision-making process with separate stages for the prechoice evaluation of expected utility of future options; choice execution and postchoice management; the appraisal of outcome against expectation; and the updating of value estimates to guide future decisions. According to the proposed model, decision making is mediated by neuropsychological processes operating within three domains: (a) self-referential processes involved in autobiographical reflection on past, and prospection about future, experiences; (b) executive functions, such as working memory, inhibition, and planning, that regulate the implementation of decisions; and (c) processes involved in value estimation and outcome appraisal and learning. These processes are underpinned by the interplay of multiple brain networks, especially medial and lateralized cortical components of the default mode network, dorsal corticostriatal circuits underpinning higher order cognitive and behavioral control, and ventral frontostriatal circuits, connecting to brain regions implicated in emotion processing, that control valuation and learning processes. Findings and conclusion Based on clinical insights and considering each of the decision-making stages in turn, we outline disorder-specific hypotheses about impaired decision making in four childhood disorders: attention-deficit/hyperactivity disorder (ADHD), conduct disorder (CD), depression, and anxiety. We hypothesize that decision making in ADHD is deficient (i.e. inefficient, insufficiently reflective, and inconsistent) and impulsive (biased toward immediate over delayed alternatives). In CD, it is reckless and insensitive to negative consequences. In depression, it is disengaged, perseverative, and pessimistic, while in anxiety, it is hesitant, risk-averse, and self-deprecating. A survey of current empirical indications related to these disorder-specific hypotheses highlights the limited and fragmentary nature of the evidence base and illustrates the need for a major research initiative in decision making in childhood disorders. The final section highlights a number of important additional general themes that need to be considered in future research. En ligne : http://dx.doi.org/10.1111/jcpp.12496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Journal of Child Psychology and Psychiatry > 57-3 (March 2016) . - p.321-349[article] Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders – differentiating decision making in attention-deficit/hyperactivity disorder, conduct disorder, depression, and anxiety [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur ; Samuele CORTESE, Auteur ; Graeme FAIRCHILD, Auteur ; Argyris STRINGARIS, Auteur . - p.321-349.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-3 (March 2016) . - p.321-349
Mots-clés : Transdiagnostic decision making reinforcement learning delayed reinforcement executive functions working memory inhibition prefrontal cortex ventral striatum amygdala: CD attention-deficit/hyperactivity disorder anxiety depression Index. décimale : PER Périodiques Résumé : Background Ineffective decision making is a major source of everyday functional impairment and reduced quality of life for young people with mental disorders. However, very little is known about what distinguishes decision making by individuals with different disorders or the neuropsychological processes or brain systems underlying these. This is the focus of the current review. Scope and methodology We first propose a neuroeconomic model of the decision-making process with separate stages for the prechoice evaluation of expected utility of future options; choice execution and postchoice management; the appraisal of outcome against expectation; and the updating of value estimates to guide future decisions. According to the proposed model, decision making is mediated by neuropsychological processes operating within three domains: (a) self-referential processes involved in autobiographical reflection on past, and prospection about future, experiences; (b) executive functions, such as working memory, inhibition, and planning, that regulate the implementation of decisions; and (c) processes involved in value estimation and outcome appraisal and learning. These processes are underpinned by the interplay of multiple brain networks, especially medial and lateralized cortical components of the default mode network, dorsal corticostriatal circuits underpinning higher order cognitive and behavioral control, and ventral frontostriatal circuits, connecting to brain regions implicated in emotion processing, that control valuation and learning processes. Findings and conclusion Based on clinical insights and considering each of the decision-making stages in turn, we outline disorder-specific hypotheses about impaired decision making in four childhood disorders: attention-deficit/hyperactivity disorder (ADHD), conduct disorder (CD), depression, and anxiety. We hypothesize that decision making in ADHD is deficient (i.e. inefficient, insufficiently reflective, and inconsistent) and impulsive (biased toward immediate over delayed alternatives). In CD, it is reckless and insensitive to negative consequences. In depression, it is disengaged, perseverative, and pessimistic, while in anxiety, it is hesitant, risk-averse, and self-deprecating. A survey of current empirical indications related to these disorder-specific hypotheses highlights the limited and fragmentary nature of the evidence base and illustrates the need for a major research initiative in decision making in childhood disorders. The final section highlights a number of important additional general themes that need to be considered in future research. En ligne : http://dx.doi.org/10.1111/jcpp.12496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282