Annual Review of Psychology

Thompson, Richard F.

doi: 10.1146/annurev.psych.56.091103.070239pmid: 15709927

The key issue in analyzing brain substrates of memory is the nature of memory traces, how memories are formed, stored, and retrieved in the brain. In order to analyze mechanisms of memory formation it is first necessary to find the loci of memory storage, the classic problem of localization. Various approaches to this issue are reviewed. A particular strategy is proposed that involves a number of different techniques (electrophysiological recording, lesions, electrical stimulation, pathway tracing) to identify the essential memory trace circuit for a given form of learning and memory. The methods of reversible inactivation can be used to localize the memory traces within this circuit. Using classical conditioning of eye blink and other discrete responses as a model system, the essential memory trace circuit is identified, the basic memory trace is localized (to the cerebellum), and putative higher-order memory traces are characterized in the hippocampus.

Glimcher, Paul W.

doi: 10.1146/annurev.psych.55.090902.141429pmid: 15709928

The central goal of modern science that evolved during the Enlightenment was the empirical reduction of uncertainty by experimental inquiry. Although there have been challenges to this view in the physical sciences, where profoundly indeterminate events have been identified at the quantum level, the presumption that physical phenomena are fundamentally determinate seems to have defined modern behavioral science. Programs like those of the classical behaviorists, for example, were explicitly anchored to a fully deterministic worldview, and this anchoring clearly influenced the experiments that those scientists chose to perform. Recent advances in the psychological, social, and neural sciences, however, have caused a number of scholars to begin to question the assumption that all of behavior can be regarded as fundamentally deterministic in character. Although it is not yet clear whether the generative mechanisms for human and animal behavior will require a philosophically indeterminate approach, it is clear that behavioral scientists of all kinds are beginning to engage the issues of indeterminacy that plagued physics at the beginning of the twentieth century.

Friston, Karl J.

doi: 10.1146/annurev.psych.56.091103.070311pmid: 15709929

Inferences about brain function, using neuroimaging data, rest on models of how the data were caused. These models can be quite diverse, ranging from conceptual models of functional anatomy to nonlinear mathematical models of hemodynamics. However, they all have to be internally consistent because they model the same thing. This consistency encompasses many levels of description and places constraints on the statistical models, adopted for data analysis, and the experimental designs they embody. The aim of this review is to introduce the key models used in imaging neuroscience and how they relate to each other. We start with anatomical models of functional brain architectures, which motivate some of the fundaments of neuroimaging. We then turn to basic statistical models (e.g., the general linear model) used for making classical and Bayesian inferences about where neuronal responses are expressed. By incorporating biophysical constraints, these basic models can be finessed and, in a dynamic setting, rendered causal. This allows us to infer how interactions among brain regions are mediated.

Peretz, Isabelle; Zatorre, Robert J.

doi: 10.1146/annurev.psych.56.091103.070225pmid: 15709930

Research on how the brain processes music is emerging as a rich and stimulating area of investigation of perception, memory, emotion, and performance. Results emanating from both lesion studies and neuroimaging techniques are reviewed and integrated for each of these musical functions. We focus our attention on the common core of musical abilities shared by musicians and nonmusicians alike. Hence, the effect of musical training on brain plasticity is examined in a separate section, after a review of the available data regarding music playing and reading skills that are typically cultivated by musicians. Finally, we address a currently debated issue regarding the putative existence of music-specific neural networks. Unfortunately, due to scarcity of research on the macrostructure of music organization and on cultural differences, the musical material under focus is at the level of the musical phrase, as typically used in Western popular music.

Lackner, James R.; DiZio, Paul

doi: 10.1146/annurev.psych.55.090902.142023pmid: 15709931

The control and perception of body orientation and motion are subserved by multiple sensory and motor mechanisms ranging from relatively simple, peripheral mechanisms to complex ones involving the highest levels of cognitive function and sensory-motor integration. Vestibular contributions to body orientation and to spatial localization of auditory and visual stimuli have long been recognized. These contributions are reviewed here along with new insights relating to sensory-motor calibration of the body gained from space flight, parabolic flight, and artificial gravity environments. Recently recognized contributions of proprioceptive and somatosensory signals to the appreciation of body orientation and configuration are described. New techniques for stabilizing posture by means of haptic touch and for studying and modeling postural mechanisms are reviewed. Path integration, place cells, and head direction cells are described along with implications for using immersive virtual environments for training geographic spatial knowledge of real environments.

Ashby, F. Gregory; Maddox, W. Todd

doi: 10.1146/annurev.psych.56.091103.070217pmid: 15709932

Much recent evidence suggests some dramatic differences in the way people learn perceptual categories, depending on exactly how the categories were constructed. Four different kinds of category-learning tasks are currently popular—rule-based tasks, information-integration tasks, prototype distortion tasks, and the weather prediction task. The cognitive, neuropsychological, and neuroimaging results obtained using these four tasks are qualitatively different. Success in rule-based (explicit reasoning) tasks depends on frontal-striatal circuits and requires working memory and executive attention. Success in information-integration tasks requires a form of procedural learning and is sensitive to the nature and timing of feedback. Prototype distortion tasks induce perceptual (visual cortical) learning. A variety of different strategies can lead to success in the weather prediction task. Collectively, results from these four tasks provide strong evidence that human category learning is mediated by multiple, qualitatively distinct systems.

Domjan, Michael

doi: 10.1146/annurev.psych.55.090902.141409pmid: 15709933

From a functional perspective, Pavlovian conditioning involves learning about conditioned stimuli (CSs) that have a pre-existing relation to an unconditioned stimulus (US) rather than learning about arbitrary or neutral CSs. In addition, the most important product of learning involves changes in how the organism responds to the US, not in how it responds to the CS, because the US is the more biologically relevant stimulus. These concepts are illustrated using examples from a variety of behavioral and physiological situations including caloric intake and digestion, breast feeding, poison-avoidance learning, eyeblink conditioning, sexual conditioning, fear conditioning, aggression, and drug tolerance and sensitization.

Fanselow, Michael S.; Poulos, Andrew M

doi: 10.1146/annurev.psych.56.091103.070213pmid: 15709934

Mammalian associative learning is organized into separate anatomically defined functional systems. We illustrate the organization of two of these systems, Pavlovian fear conditioning and Pavlovian eyeblink conditioning, by describing studies using mutant mice, brain stimulation and recording, brain lesions and direct pharmacological manipulations of specific brain regions. The amygdala serves as the neuroanatomical hub of the former, whereas the cerebellum is the hub of the latter. Pathways that carry information about signals for biologically important events arrive at these hubs by circuitry that depends on stimulus modality and complexity. Within the amygdala and cerebellum, neural plasticity occurs because of convergence of these stimuli and the biologically important information they predict. This neural plasticity is the physical basis of associative memory formation, and although the intracellular mechanisms of plasticity within these structures share some similarities, they differ significantly. The last Annual Review of Psychology article to specifically tackle the question of mammalian associative learning (Lavond et al. 1993) persuasively argued that identifiable “essential” circuits encode memories formed during associative learning. The next dozen years saw breathtaking progress not only in detailing those essential circuits but also in identifying the essential processes occurring at the synapses (e.g., Bi & Poo 2001, Martinez & Derrick 1996) and within the neurons (e.g., Malinow & Malenka 2002, Murthy & De Camilli 2003) that make up those circuits. In this chapter, we describe the orientation that the neuroscience of learning has taken and review some of the progress made within that orientation.

Fox, Nathan A.; Henderson, Heather A.; Marshall, Peter J.; Nichols, Kate E.; Ghera, Melissa M.

doi: 10.1146/annurev.psych.55.090902.141532pmid: 15709935

Behavioral inhibition refers to a temperament or style of reacting that some infants and young children exhibit when confronted with novel situations or unfamiliar adults or peers. Research on behavioral inhibition has examined the link between this set of behaviors to the neural systems involved in the experience and expression of fear. There are strong parallels between the physiology of behaviorally inhibited children and the activation of physiological systems associated with conditioned and unconditioned fear. Research has examined which caregiving behaviors support the frequency of behavioral inhibition across development, and work on the interface of cognitive processes and behavioral inhibition reveal both how certain cognitive processes moderate behavioral inhibition and how this temperament affects the development of cognition. This research has taken place within a context of the possibility that stable behavioral inhibition may be a risk factor for psychopathology, particularly anxiety disorders in older children. The current chapter reviews these areas of research and provides an integrative account of the broad impact of behavioral inhibition research.

Gottesman, Irving I.; Hanson, Daniel R.

doi: 10.1146/annurev.psych.56.091103.070208pmid: 15709936

Adaptation is a central organizing principle throughout biology, whether we are studying species, populations, or individuals. Adaptation in biological systems occurs in response to molar and molecular environments. Thus, we would predict that genetic systems and nervous systems would be dynamic (cybernetic) in contrast to previous conceptualizations with genes and brains fixed in form and function. Questions of nature versus nurture are meaningless, and we must turn to epigenetics—the way in which biology and experience work together to enhance adaptation throughout thick and thin. Defining endophenotypes—road markers that bring us closer to the biological origins of the developmental journey—facilitates our understanding of adaptive or maladaptive processes. For human behavioral disorders such as schizophrenia and autism, the inherent plasticity of the nervous system requires a systems approach to incorporate all of the myriad epigenetic factors that can influence such outcomes.