ReviewThe integrative function of the basal ganglia in instrumental conditioning☆
Section snippets
Cognition, behavioral control and Pavlovian conditioning
Paradoxically, although the cognitive control of behavior has been of increasing interest to neuroscientists, research in this area has focused predominantly on predictive learning in Pavlovian conditioning paradigms such as fear conditioning and eye-blink conditioning. There is, however, no necessary relationship between cognition and the performance of the Pavlovian conditioned response (CR). Indeed, although it is not generally recognized, at an adaptive level a cognitive mechanism is of
Habitual action
Input to the striatum from sensorimotor cortex, particularly primary motor and somatosensory cortices (cf. [83], [84]), appears to be involved in what is commonly thought to be a completely different form of performance process involving the control of actions by antecedent stimuli through a traditional S–R/reinforcement associative mechanism. In recent years this process has been argued to form the core of a distinct functional capacity involving the formation of habitual actions. Habits are
Competition or cooperation?
Together, the findings from the experimental investigations of the dorsal striatum described above have identified two distinct functional systems within adjacent regions of dorsal striatum: specifically, a circuit mediating goal-directed learning and involving the dorsomedial striatum and a circuit mediating habit or procedural learning and involving the dorsolateral striatum. Furthermore, at least at the level of the striatum these functions appear to be independent; damage to dorsolateral
Summary and conclusion
Whatever the neural bases of the interaction between goal-directed and habitual processes turns out to be, recent data suggest that the basal ganglia are able to maintain these functions in parallel and allow, under some conditions, one or other process either independent control or, under other conditions, both processes to exert cooperative control over the performance of instrumental actions. It is important to note that, in suggesting that two distinct learning processes are concurrently
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The preparation of this article and the research it describes were supported by grants from the NIMH #56446 and NICHD #59257.