北京師范大學(xué)認(rèn)知神經(jīng)科學(xué)與學(xué)習(xí)國(guó)家重點(diǎn)實(shí)驗(yàn)室宋宜穎和劉嘉老師于2010年7月在Journal of Neuroscience上發(fā)表了文章,。
齊國(guó)晏子出使楚國(guó)，楚王為羞辱他,，在宴席中押出一名齊國(guó)的罪犯，并刁難晏子說(shuō),，“齊人固善盜乎,？”晏子回答道：“橘生淮南則為橘，生于淮北則為枳,，葉徒相似,，其實(shí)味不同。所以然者何,？水土異也,。”這里，晏子利用環(huán)境對(duì)人行為的影響巧妙地回答了楚王的刁難,，即同一個(gè)人,，在不同的環(huán)境，其行為不同,。晏子的這個(gè)觀察,，得到了后來(lái)大量心理學(xué)行為研究的實(shí)證。
但是,，不同的環(huán)境和經(jīng)驗(yàn)對(duì)大腦功能,，特別是對(duì)我們基本的客體識(shí)別能力，是不是也有不同的塑造作用呢,？該研究利用磁共振腦成像技術(shù)比較同一組客體經(jīng)過(guò)兩種學(xué)習(xí)任務(wù)在大腦產(chǎn)生的學(xué)習(xí)效應(yīng),。結(jié)果發(fā)現(xiàn)，把訓(xùn)練刺激與英文單詞對(duì)應(yīng)起來(lái)進(jìn)行聯(lián)合學(xué)習(xí),，在視覺(jué)單詞形狀區(qū)（VWFA）對(duì)訓(xùn)練刺激的反應(yīng)增強(qiáng),；而分辨形狀的知覺(jué)學(xué)習(xí)則在參與物體形狀加工的腦區(qū)產(chǎn)生了學(xué)習(xí)效應(yīng)。這樣的結(jié)果表明,，視覺(jué)經(jīng)驗(yàn)對(duì)大腦的塑造作用不僅取決于學(xué)習(xí)過(guò)程中學(xué)的是什么,，也取決于以何種方式學(xué)習(xí),。
該研究對(duì)于理解客體識(shí)別的神經(jīng)機(jī)制以及經(jīng)驗(yàn)對(duì)客體識(shí)別的調(diào)制具有重要意義。（生物谷Bioon.com）
生物谷推薦英文摘要：
The Journal of Neuroscience doi:10.1523/JNEUROSCI.0140-10.2010
The Role of Top-Down Task Context in Learning to Perceive Objects
Yiying Song,1,2 Siyuan Hu,1,2 Xueting Li,1 Wu Li,1 and Jia Liu1,2
1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China and 2Graduate University of Chinese Academy of Sciences, Beijing 100049, China
In high-level perceptual regions of the ventral visual pathway in humans, experience shapes the functional properties of the cortex: the fusiform face area responds most strongly to faces of familiar rather than unfamiliar races, and the visual word form area (VWFA) is tuned only to familiar orthographies. But are these regions affected only by the bottom-up stimulus information they receive during learning, or does the effect of perceptual experience depend on the way that stimulus information is used during learning? Here, we test the hypothesis that top-down influences (i.e., task context) modulate the effect of perceptual experience on functional selectivities of the high-level visual cortex. Specifically, we test whether experience with novel visual stimuli produces a greater effect on the VWFA when those stimuli are associated with meanings (via association learning) but produces a greater effect on shape-processing regions when trained in a discrimination task without associated meanings. Our result supports this hypothesis and further shows that learning is transferred to novel objects that share parts with the trained objects. Thus, the effects of experience on selectivities of the high-level visual cortex depend on the task context in which that experience occurs and the perceptual processing strategy by which objects are encoded during learning.
