) 1 深圳大学心理与社会学院, 深圳 518060
2 深圳市情绪与社会认知科学重点实验室, 深圳 518060
3 深圳市神经科学研究院, 深圳 518060
收稿日期:2018-06-22出版日期:2019-06-15发布日期:2019-04-22通讯作者:李红E-mail:lihongszu@szu.edu.cn基金资助:国家自然科学基金项目(31671150);广东省普通高校创新团队建设项目(2015KCXTD009);广东省珠江人才计划项目(2016ZT06S220);深圳市基础学科布局项目(2910424978);深圳市基础学科布局项目(2910424978);深圳市孔雀计划项目资助(KQTD2015033);深圳市孔雀计划项目资助(016104926);国家自然科学基金项目(31600923)Dual-learning systems under stress
CHENG Yizhi1, WU Yin1, LI Hong1,2,3() 1 College of Psychology and Sociology, Shenzhen University, Shenzhen 518060, China
2 Shenzhen Key Laboratory of Affective and Social Cognitive Science, Shenzhen 518060, China
3 Shenzhen Institute of Neuroscience, Shenzhen 518060, China
Received:2018-06-22Online:2019-06-15Published:2019-04-22Contact:LI Hong E-mail:lihongszu@szu.edu.cn摘要/Abstract
摘要： 心理学、神经科学和行为经济学中许多研究一致认为, 人的行为由双重学习系统控制, 分别是反射性系统和反思性系统。前者是自动化的习惯系统, 反应快速, 不需要消耗认知资源, 后者是反应较为缓慢的认知系统, 需要消耗更多认知资源, 但也更加灵活, 可以有效应对外界环境的变化。这两种学习系统并行存在而又相互竞争, 共同影响人的心理和行为。究竟是哪种学习系统对人的特定行为起着主导作用, 又有哪些因素导致该系统对行为的支配, 是近年来普遍受到关注的问题。过去研究者们采用导航学习、概率分类学习或工具性学习及其计算模型, 从行为和大脑层面探讨双重学习系统在急性和慢性应激下的变化。通过回顾和分析这些研究, 我们总结出应激导致个体向习惯行为转变的生理机制, 即去甲肾上腺素和糖皮质激素在杏仁核的参与下与受体结合协同作用于双系统相关的脑区, 并从该角度出发重新梳理和解释毒品成瘾的形成。未来需要重点关注个体基因差异与应激影响学习的关系, 并采用多种研究手段以更好地揭示其背后的神经和内分泌机制。
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