- 권한신청
- P-ISSN1226-9654
- E-ISSN2733-466X
- KCI
학습의 진행과 두뇌 피드백 정보처리의 변화
Dynamic changes in feedback processing as learning progresses
김진희 (강원대학교)
강은주 (강원대학교)
- 다운로드 수
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초록
자극에 대한 반응에 주어지는 긍정적 또는 부정적 피드백(예, 보상, 처벌)은 동기적/쾌락적 속성뿐만 아니라 피드백의 현저성의 측면에서도 달라질 수 있다. 행동 변화의 인지 통제를 위해서는 이 두 가지 특성에 대한 정보처리가 모두 요구될 가능성이 있다. 본 연구는 피드백 현저성을 처리하는 두뇌 영역을 확인하고자 수행되었으며, 이를 위해 학습의 초기와 후기 정적 피드백과 부적 피드백의 활성화를 비교하였다. 조건적 연합학습(conditional associative learning) 과제를 이용하여 자극-반응 연합 규칙이 피드백에 근거한 시행착오를 통해 학습되도록 하였다. 자극에 대한 반응을 4개로 하여 학습자가 부적 피드백을 통해 직전 반응이 오류 반응임을 확인하여도 정답 반응을 바로 유추하기 어렵게 만들었다. 이는 학습 초에는 정적 피드백이 높은 비율로 경험되는 부적 피드백에 비하여 경험 빈도가 낮으면서 동시에 행동 조절에 더 유용하여 현저성이 높은 피드백으로 간주될 수 있는 반면, 학습이 진행된 후에는 부적 피드백이 낮은 빈도로 주어지면서 행동 변화와의 관련성이 높아 현저성이 높은 피드백이 될 수 있게 하기 위해서였다. 각각의 피드백에 대한 반응이 연속되는 4개의 run동안에 변화하는 두뇌 영역을 확인하기 위하여, 정상 성인(n =29)으로부터 학습과제 중에 fMRI자료를 획득, 분석하였다. 그 결과, 전측 도, 전대상회를 포함한 배내측 전전두 피질, 하전전두 영역, 하 두정피질, 소뇌 등에서 관찰된 정적 피드백에 대한 활성화가 학습이 진행하면서 감소하는 반면, 부적 피드백에 대한 활성화는 증가함을 발견하였다. 이런 활성화의 변화는 학습 과제의 초기에서 말기로 가면서 정적 피드백의 현저성 처리는 감소하고 부적 피드백의 현저성 처리는 증가한 것을 반영함을 시사한다고 볼 수 있다. 이와 대조적으로 쾌락가 정보처리와 관련된 것으로 알려진 복측 선조체와 복내측 전전두 피질의 활성화 양상(정적 > 부적 피드백)은 run에 따라 변화하지 않았다. 이런 결과는 학습에서 피드백의 쾌락가를 처리하는 신경망과 독립적으로, 피드백의 현저성 정보가 별개의 신경망에서 처리됨을 시사한다.
- keywords
- Feedback, Learning, Saliency, Relevancy, Reward, Insula, dmPFC, Anterior cingulate, 피드백, 학습, 현저가, 과제관련성, 보상, 도, 배내측 전두영역, 전측 대상회
Abstract
For cognitive control of behavioral adjustments in feedback learning, various processings are required, including evaluating the saliency (i.e., relevance to the task) and hedonic value of feedback information for future response selection. In this study, brain regions involved in processing feedback saliency were investigated by comparing activations for positive feedback (following correct responses) and negative feedback (following errors) for early and late phases of learning. A conditional associative learning task was used in which stimulus-response association rules were learned by trial and error, based on the feedback. Since there were four available responses to choose among for each stimulus, only positive feedback (i.e., reward) was relevant to behavioral adjustment during the early learning phase of learning, but negative feedback (e.g., penalty) became more relavant as learning progressed. fMRI data obtained from normal adults (n = 29) were analyzed to identify brain regions where responses to each feedback varied across the four consecutive runs. Activation for reward decreased as learning progressed, whereas activation for penalty increased in the following areas: anterior insula, dmPFC and anterior cingulate region, inferior PFC, inferior parietal cortex, and cerebellum. We interpret these results as reflecting the decreased saliency of positive feedback and increased saliency of negative feedback, between early and late phases of the learning task. In contrast, for two areas associated with processing of hedonic value, the ventral striatum and vmPFC, activations (positive > negative feedback) did not vary across the four consecutive runs. These observations suggest that the saliency of feedback for learning is processed in a network separate from that for the hedonic value of feedback.
- keywords
- Feedback, Learning, Saliency, Relevancy, Reward, Insula, dmPFC, Anterior cingulate, 피드백, 학습, 현저가, 과제관련성, 보상, 도, 배내측 전두영역, 전측 대상회
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