The Cerebellum Is Involved in Reward-based Reversal Learning

Thoma, Patrizia; Bellebaum, Christian; Koch, Benno; Schwarz, Michael; Daum, Irene

doi:10.1007/s12311-008-0046-8

Cited by 83 publications

(66 citation statements)

References 62 publications

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“…In line with this notion, neuropsychological studies of patients with cerebellar damage have shown impairments of executive functions such as verbal fluency [5,6], error detection [4], verbal working memory [7][8][9] and planning [10], nonmotor associative learning [11,12], memory [13], spatial attention [14,15], linguistic abilities [16] and emotion regulation [17,18]. Functional neuroimaging has corroborated these findings by reliably showing cerebellar activations across a range of cognitive tasks, e.g., requiring covert word generation [19] or focused attention [20] and verbal working memory in particular [21][22][23][24].…”

Section: Introductionmentioning

confidence: 78%

Working Memory and Verbal Fluency Deficits Following Cerebellar Lesions: Relation to Interindividual Differences in Patient Variables

et al. 2010

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Findings concerning cognitive impairment in patients with focal cerebellar lesions tend to be inconsistent and usually reflect a mild deficit. Patient variables such as lesion age and the age at lesion onset might affect functional reorganization and contribute to the variability of the findings. To assess this issue, 14 patients with focal vascular cerebellar lesions and 14 matched healthy control subjects performed a verbal working memory and a verbal long-term memory task as well as verbal fluency tasks. Patients showed deficits in working memory and verbal fluency, while recall of complex narrative material was intact. Verbal fluency performance correlated significantly with age in the patient group, with more severe impairments in older patients, suggesting that age at lesion onset is a critical variable for cognitive outcome. In controls, no significant correlations with age were observed. Taken together, our findings support the idea of cerebellar involvement in nonmotor functions and indicate the relevance of interindividual differences in regard to clinical parameters after focal cerebellar damage.

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Section: Introductionmentioning

confidence: 78%

Working Memory and Verbal Fluency Deficits Following Cerebellar Lesions: Relation to Interindividual Differences in Patient Variables

et al. 2010

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“…Apart from its well defined function for training-induced adjustment of movements by integrating sensory feedback (Seidler et al, 2002), it has been suggested that higher-level feedback -such as reward -can reach the cerebellum to be integrated into learning processes (for review see (Ramnani et al, 2004). In line with this hypothesis, Thoma and coworkers (Thoma et al, 2008) reported deficits in reinforcement learning in patients with cerebellar dysfunction. Whereas the cerebellar mossy and and climbing fiber network may be specifically apt to integrate reinforcement signals (Swain et al, 2011), a MRI resting state analysis suggested the cerebellum to be functionally connected with the nucleus accumbens (Cauda et al, 2011), an area known to receive feedback and reward-related signals.…”

Section: Discussionmentioning

confidence: 99%

Impaired implicit learning and feedback processing after stroke

et al. 2016

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The ability to learn is assumed to support successful recovery and rehabilitation therapy after stroke. Hence, learning impairments may reduce the recovery potential. Here, the hypothesis is tested that stroke survivors have deficits in feedback-driven implicit learning. Stroke survivors (n=30) and healthy age-matched control subjects (n=21) learned a probabilistic classification task with brain activation measured using functional magnetic resonance imaging in a subset of these individuals (17 stroke and 10 controls). Stroke subjects learned slower than controls to classify cues. After being rewarded with a smiley face, they were less likely to give the same response when the cue was repeated. Stroke subjects showed reduced brain activation in putamen, pallidum, thalamus, frontal and prefrontal cortices and cerebellum when compared with controls. Lesion analysis identified those stroke survivors as learning-impaired who had lesions in frontal areas, putamen, thalamus, caudate and insula. Lesion laterality had no effect on learning efficacy or brain activation. These findings suggest that stroke survivors have deficits in reinforcement learning that may be related to dysfunctional processing of feedback-based decision-making, reward signals and working memory. AbstractThe ability to learn is assumed to support successful recovery and rehabilitation therapy after stroke. Hence, learning impairments may reduce the recovery potential.Here, the hypothesis is tested that stroke survivors have deficits in feedback-driven implicit learning. Stroke survivors (n=30) and healthy age-matched control subjects (n=21) learned a probabilistic classification task with brain activation measured using functional magnetic resonance imaging in a subset of these individuals (17 stroke and 10 controls). Stroke subjects learned slower than controls to classify cues. After being rewarded with a smiley face, they were less likely to give the same response when the cue was repeated. Stroke subjects showed reduced brain activation in putamen, pallidum, thalamus, frontal and prefrontal cortices and cerebellum when compared with controls. Lesion analysis identified those stroke survivors as learningimpaired who had lesions in frontal areas, putamen, thalamus, caudate and insula.Lesion laterality had no effect on learning efficacy or brain activation. These findings suggest that stroke survivors have deficits in reinforcement learning that may be related to dysfunctional processing of feedback-based decision-making, reward signals and working memory.

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“…Moreover, whereas the initial acquisition guided by reward or other feedback stimuli seems to be normal in cerebellar patients, reversal learning or transfer of an acquired response rule to a new task is impaired Ramnani 2008, 2011;Thoma et al 2008). In animal models of cerebellar dysfunction, rule-learning deficits and impaired optimization were similarly observed.…”

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Cerebellar deep nuclei involvement in cognitive adaptation and automaticity

2013

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To determine the role of the interpositus nuclei of cerebellum in rule-based learning and optimization processes, we studied (1) successive transfers of an initially acquired response rule in a cross maze and (2) behavioral strategies in learning a simple response rule in a T maze in interpositus lesioned rats (neurotoxic or electrolytic lesions). Even though lesioned animals showed no impairment in learning the initial stimulus-response association, they had difficulties in transferring the acquired adapted response rule, and in optimizing their response strategy. These results add information on the role of interpositus nuclei in adaptation to environmental changes.Over the past decades, cerebellar circuits have been shown to play a major role in the process by which an action becomes automatic with practice in humans (Jenkins et al. 1994;Doyon et al. 1998Doyon et al. , 2002Hubert et al. 2007), and thus in the automatic execution of over-learned cognitive routines. Moreover, whereas the initial acquisition guided by reward or other feedback stimuli seems to be normal in cerebellar patients, reversal learning or transfer of an acquired response rule to a new task is impaired Ramnani 2008, 2011;Thoma et al. 2008). In animal models of cerebellar dysfunction, rule-learning deficits and impaired optimization were similarly observed. A deficit in learning the procedural component of spatial tasks was pointed out after hemicerebellectomy (for reviews, see Petrosini et al. 1998;Rondi-Reig and Burguière 2004) or in L7-PKCI transgenic mice (Burguière et al. 2005). Deep nuclei lesions were shown to play a particular role in acquisition and reversal learning (Joyal et al. 2001). More recently, lesions of the interpositus nuclei were shown to prevent the development of habit-based behavior with overtraining, without altering the initial goal-directed behavior, suggesting that deep nuclei are part of the network involved specifically in optimization processes and habit formation (Callu et al. 2007). Similarly, using the mouse mutants L7-PKCI, Burguière et al. (2010) showed that prefrontal cortex-Purkinje cell long-term depression (LTD) is not required for the initial goal-directed behavior but is required for optimization of motor responses.To determine the role of the cerebellum in rule-based learning and optimization processes, we first compared interpositus lesioned rats (IN) with Sham-operated rats in learning a simple response rule in a T maze and then transferring this rule to different maze configurations. Second,, we used Packard and McGaugh's paradigm (1996) in which animals (IN lesioned and Sham) were trained in a T maze to determine the preferential strategy by which they resolved the task after training or overtraining. Specifically, in the first experiment, bilateral electrolytic lesions of interpositus nuclei were stereologically performed, whereas in the second experiment, the IN lesioned group received bilateral microinjections of Colchicine. Details of surgery methods have been reported previously (Callu...

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The Cerebellum Is Involved in Reward-based Reversal Learning

Cited by 83 publications

References 62 publications

Working Memory and Verbal Fluency Deficits Following Cerebellar Lesions: Relation to Interindividual Differences in Patient Variables

Working Memory and Verbal Fluency Deficits Following Cerebellar Lesions: Relation to Interindividual Differences in Patient Variables

Impaired implicit learning and feedback processing after stroke

Cerebellar deep nuclei involvement in cognitive adaptation and automaticity

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