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研究生:黃銘標
研究生(外文):Ming-Biao Huang
論文名稱:大鼠的衝突監控與錯誤偵測行為
論文名稱(外文):Conflict Monitoring and Failure Detection in Rats
指導教授:李季湜李季湜引用關係
指導教授(外文):Jay-Shake Li,
學位類別:碩士
校院名稱:國立中正大學
系所名稱:心理學所
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:51
中文關鍵詞:認知控制衝突監控前扣帶迴反應選擇
外文關鍵詞:cognitive controlanterior cingulated cortexresponse selectionconflict monitoring
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認知控制可以引領我們的想法以及行為與自己內在的計畫與目標相符合。 而當一些本能的反應會導致我們的行為與內在計畫不符合時,認知控制會壓抑這些不應該出現的本能反應。 這樣的能力我們稱為衝突監控。 在實驗1中,大鼠會先接受一個“刺激─反應”的配對訓練,大鼠必須藉由燈光或者聲音的刺激做出正確的按鍵反應(左鍵或右鍵)。 在訓練過後,大鼠將會接受衝突階段。 在此階段,將有20%的測驗是同時呈現燈光以及聲音刺激,我們稱為衝突測驗。 結果顯示,大鼠在衝突測驗時顯著的需要更多的反應時間以做出正確的反應。 然而,在此實驗中,我們並無法區辨出這樣的結果是來自於刺激的衝突還是反應的衝突。 在實驗2,我們加入了環境刺激來進行測試。 大鼠將會分別在兩個不同環境中接受雙環境區辨作業,一個是屬於聲音(3000Hz以及12000Hz)的區辨,另一個是視覺(綠光與紫外線光)的區辨作業。 在大鼠學會此配對學習後,將接受衝突階段。 在此階段,聲音視覺刺激將會同時呈現。 因為呈現的方式不同會有反應一致以及不一致的測驗。 環境成為提供大鼠在不一致測驗時做出正確反應的線索(依據聲音刺激還是視覺刺激)。 結果顯示,大鼠在不一致測驗時會使用環境線索來做出正確反應,除此之外,大鼠在不一致測驗時需要較長的反應時間以做出正確反應。 以結果來說,這個研究成它b大鼠發展出一個類似史托普效應 (Stroop effect) 的動物模式, 而且發現大鼠在這個動物模式下的反應極度類似人們的反應模式。 因此,這個動物模式提供了將來研究前扣帶迴 (anterior cingulated cortex) 在反應選擇以及衝突監控的腳色以及神經機制的可能性。
Cognitive controls enable us to guide our thought and behaviour in accordance with internally generated goals or plans. More specifically, when certain automatic reflexes interfere with our internal plans, cognitive control is engaged to inhibit reflexive behaviours. This ability is called conflict monitoring. In experiment 1, rats were first trained to make an appropriate response (pressing the left or right lever) according to either a light or tone stimulus given at the beginning of each trial. After successful training, the animals underwent a conflict session in which twenty percent of the trials were started with the presentation of both stimuli. Significant increase in reaction time was observed in trials with conflict trials; however, in this task, different stimuli led to different responses. The stimulus and response conflicts were not differentiated. In experiment 2, we installed a contextual control in the paradigm. Rats were trained in two bi-conditional discrimination tasks, one auditory (3000Hz and 12000Hz) and one visual (green and UV blue light), carried out in two different contexts. After successful training, the animals underwent a ‘conflict session’. They received presentations of audiovisual compounds of raining stimuli. The compounds dictated either the same (congruent trials) or different (incongruent trials) responses during training. In this session, contextual cues came to control responses to conflicting information provided by incongruent stimulus compounds. The results suggested that rats used the contextual information to control responses to stimulus and that they needed longer reaction times in the incongruent trials. In conclusion, this study developed a Stroop-like task behavioral paradigm for rats and found that they showed similar patterns of reaction time to humans. This animal model provides the possibility of studying neuronal mechanisms and investigating the role of the anterior cingulated cortex in underlying response selection and conflict monitoring.
Abstract------------------------------------------------------------------------------------------- I
中文摘要----------------------------------------------------------------------------------------III
Introduction---------------------------------------------------------------------------------------1
Experiment 1
Methods-------------------------------------------------------------------------------------7
Results---------------------------------------------------------------------------------------9
Discussion---------------------------------------------------------------------------------10
Experiment 2
Methods------------------------------------------------------------------------------------13
Results--------------------------------------------------------------------------------------15
Discussion---------------------------------------------------------------------------------17
General Discussion-----------------------------------------------------------------------------18
Conclusion---------------------------------------------------------------------------------------23
References---------------------------------------------------------------------------------------24
Table----------------------------------------------------------------------------------------------29
Figure Legends ---------------------------------------------------------------------------------30
Figure---------------------------------------------------------------------------------------------33
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