Brain Advance Access published online on March 10, 2004
Brain, doi:10.1093/brain/awh100
© 2004 by Guarantors of Brain
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Article
1 Center for Molecular and Behavioral Neuroscience, Rutgers University, 197 University Avenue, Newark, NJ, USA
* Corresponding author. E-mail: shohamy{at}axon.rutgers.edu.
Received 17 July 2003
; revised 11 December 2003
; accepted 12 December 2003
The striatum has been widely implicated in cognition, but a precise understanding of its role remains elusive. Here we present converging evidence for the role of the striatum in feedback-based learning. In a prior functional imaging study, healthy controls showed striatal activity during a feedback-based learning task, which was decreased when the same task was learned without feedback. In the present study, we show that individuals with striatal dysfunction due to Parkinson’s disease are impaired on the feedback-based task, but not on a non-feedback version of the same task. Parkinson’s patients and controls also used different learning strategies depending on feedback structure. This study provides direct behavioural evidence from humans that cortico-striatal systems are necessary for feedback-based learning on a cognitive task. These findings also link between learning impairments in Parkinson’s disease and the physiological and computational evidence for the role of midbrain dopaminergic systems in feedback processing.
Keywords: cognition; learning and memory; basal ganglia; dopamine; Parkinson’s disease
Cortico-striatal contributions to feedback-based learning: converging data from neuroimaging and neuropsychology
2 Department of Psychology, Rutgers University, Newark, New Jersey, USA
3 Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, New Jersey, USA
4 Department of Neurology, UMDNJ/Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
5 Department of Psychology, UCLA, Los Angeles, California, USA
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