Dopamine transients do not act as model-free prediction errors during associative learning

被引:39
|
作者
Sharpe, Melissa J. [1 ,2 ,3 ,4 ]
Batchelor, Hannah M. [1 ]
Mueller, Lauren E. [1 ]
Chang, Chun Yun [1 ]
Maes, Etienne J. P. [1 ]
Niv, Yael [2 ,5 ]
Schoenbaum, Geoffrey [1 ,6 ,7 ,8 ]
机构
[1] NIDA, Intramural Res Program, Baltimore, MD 21224 USA
[2] Princeton Univ, Princeton Neurosci Inst, Princeton, NJ 08544 USA
[3] UNSW, Sch Psychol, Sydney, NSW, Australia
[4] Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA
[5] Princeton Univ, Psychol Dept, Princeton, NJ 08544 USA
[6] Univ Maryland, Sch Med, Dept Anat & Neurobiol, Baltimore, MD 21201 USA
[7] Univ Maryland, Sch Med, Dept Psychiat, Baltimore, MD 21201 USA
[8] Johns Hopkins Univ, Solomon H Snyder Dept Neurosci, Baltimore, MD 21287 USA
关键词
ORBITOFRONTAL CORTEX; REINFORCEMENT; ACQUISITION; BEHAVIOR; RELEASE; SUFFICIENT; PSYCHOSIS; NEURONS;
D O I
10.1038/s41467-019-13953-1
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
Dopamine neurons are proposed to signal the reward prediction error in model-free reinforcement learning algorithms. This term represents the unpredicted or 'excess' value of the rewarding event, value that is then added to the intrinsic value of any antecedent cues, contexts or events. To support this proposal, proponents cite evidence that artificially-induced dopamine transients cause lasting changes in behavior. Yet these studies do not generally assess learning under conditions where an endogenous prediction error would occur. Here, to address this, we conducted three experiments where we optogenetically activated dopamine neurons while rats were learning associative relationships, both with and without reward. In each experiment, the antecedent cues failed to acquire value and instead entered into associations with the later events, whether valueless cues or valued rewards. These results show that in learning situations appropriate for the appearance of a prediction error, dopamine transients support associative, rather than model-free, learning.
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页数:10
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