Learning and rewarding by watchingan fMRI research of observation learning

Hsiang-Yun Chien
1
, Chia-Wei Li
1
, Jyh-Horng Chen
1, 2
, and Keng-Chen Liang
2, 3

1
Interdisciplinary MRI/MRS Lab, Department of Electrical Engineering, National Taiwan University, Taiwan
2
Neurobiology and Cognitive Science Research Center, National Taiwan University, Taiwan
3
Department of Psychology, National Taiwan University, Taipei, Taiwan

Introduction
Observation learning is a common way for humans to gain new knowledge from the world since childhood. However, the circuitry subserving this type of learning is
far from clear. Previous fMRI studies has shown that acquiring a probabilistic task by associating cues and feedback would engage a specific circuit of learning and
memory in the brain [1]. Our preliminary research hinted that observation learning of a probabilistic task engaged memory formation and some error-based learning
processes. To better characterize these results, the present experiment re-examine the process of memory formation in observation learning with 15 subjects.
Further, we tried to detect any novel or interesting findings by analysis of the error-based learning process, which may implicate involvement of specific
mechanisms in observation learning.
Method
Experiment Design and Participants: Fifteen subjects (seven females) took part in this experiment. We asked the participants to carefully watch a video, which
showed a model in performing a probabilistic task (Figure 1). The task contained four symbols; each two of them associated with a correct rate of 80% and 20%
respectively if the subject pushed the button in their presence. The video had four sessions to show the progress of a models learning. After the observation
period, the subjects were required to perform on same task for evaluation of the learning effect by watching the video.
Data Analysis: The fMRI data were analyzed using SPM8 software which includes realign, slice-timing, normalization, spatial smooth, and GLM analysis.
According to the behavioral data of the model in the video, we found a learning effect most prominent in the first session, and the model became well learned in
the third and last sessions. Therefore, to investigate the learning effect of subjects watching the video, we analyzed the contrast between the first and last sessions.
Further, to investigate the effect of error-based learning in the observation process, we also analyzed the contrast of correct and incorrect trials in first two
sessions.



Reference
1. Kathryn C. Dickerson (2011), NeuroImage 55 (2011) 266276
2. Matthew S. Shane (2008), NeuroImage 42 (2008) 450459
3. Rebecca Elliott (2004), NeuroImage 21 (2004) 984990
Conclusion
In our experiment, we found that the brain regions
involved in real learning were also activated while a
subject watching others learning process,
consistent with the previous research on different
learning types [2]. Further, we also find activity of
brain regions involved error-based learning and
emotion arousal effects during observational
learning, which may be also the mechanism
underlying observation learning.
Figure1. The observational learning experiment process
Figure2. learning-learned contrast fMRI result Figure3. Incorrect-correct trials contrast fMRI result
Result
In our primary analysis of the learning effect, activity of some brain regions was
found to associate with memory formation processes, including the hippocampus
and parahippocampal gyrus (figure 2). Furthermore, activity of the insula cortex
implicated in emotion processing is involved in observation learning. According to
previous findings, the negative response of inferior frontal gyrus may reflect the
inhibitory control of the subjects after learning the strategy of the task. In the
follow-up analysis of error-based learning, we found that there are activities in
many part of the temporal gyrus in the contrast of incorrectcorrect responses
(figure3), including the parahippocampal gyrus, which may imply that observing
the models error response can enhance learning and lead to memory formation,
just similar to self learning. Moreover, activity of the insula cortex may imply that
there are emotion effects in observing the model to make an error, also similar to
the previous results showing activity in the insula cortex during errors if the task
was carried out by a subject self. [2] Combining the two analyses, we are able to
infer that the observing the error response may enhance learning and the insula
cortex may modulate the emotion and memory formation during observation
learning.