Found 10 images.
| ID | Name | Collection(s) | Description |
|---|---|---|---|
| 60323 | Immediate reversals with instructions: Instructed Group learners | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | This analysis identifies regions that show immediate reversals with instructions (CS [previous CS+ > previous CS-] x Phase [Pre - Post] interaction) in the Instructed Group, based on the window surrounding the delivery of instructions. Regions in warm colors showed greater activation to the current CS+ relative to the current CS-, while regions in cool colors show relatively greater activation to the CS- (or deactivation to the CS+). This analysis was restricted to Instructed Group learners, or those individuals who showed differential SCR prior to the first reversal (n = 20). |
| 60324 | Immediate reversals with instructions: Instructed Group (all participants) | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | This analysis identifies regions that show immediate reversals with instructions (CS [previous CS+ > previous CS-] x Phase [Pre - Post] interaction) in the Instructed Group, based on the window surrounding the delivery of instructions. Regions in warm colors showed greater activation to the current CS+ relative to the current CS-, while regions in cool colors show relatively greater activation to the CS- (or deactivation to the CS+). This analysis was included all Instructed Group participants (n=30), irrespective of whether they showed differential SCR prior to the first reversal. |
| 60325 | No reversal with instructions: Instructed Group learners | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | No reversal with instructions (main effect of CS without interaction; i.e. [previous CS+ > previous CS-] ∪ [new CS- > new CS+]). Regions that show no evidence for reversal when instructions are delivered, based on continued differential responses pre- and post-instruction. Regions in warm colors showed greater activation to the pre-instruction CS+ relative to the CS- both pre- and post-instruction, while regions in cool colors show relatively greater activation to the CS- (or deactivation to the CS+). Map depicts t-test across learners, or those individuals who showed differential SCR prior to the first reversal (n = 20). |
| 60326 | No reversal with instructions: Entire Instructed Group | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | No reversal with instructions (main effect of CS without interaction; i.e. [previous CS+ > previous CS-] ∪ [new CS- > new CS+]). Regions that show no evidence for reversal when instructions are delivered, based on continued differential responses pre- and post-instruction. Regions in warm colors showed greater activation to the pre-instruction CS+ relative to the CS- both pre- and post-instruction, while regions in cool colors show relatively greater activation to the CS- (or deactivation to the CS+). Map depicts t-test across all Instructed Group participants (n=30), irrespective of whether subjects displayed differential SCR prior to the first reversal. |
| 60327 | Correlations between Instructed Reversal (rho) parameter and instructed reversals | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | Correlations with instructed reversal (ρ) parameters. Brain-behavior correlations tested for correlations between each individual’s ρ parameter (based on within-subjects fits) and the magnitude of the reversal effect (CS x Phase interaction) using robust regression. Regions in warm colors show positive correlations between the magnitude of the instructed reversal parameter and the strength of reversal (Top) or sustained differential response (Bottom) in the region, while regions in cool colors show negative correlations. This analysis was restricted to Instructed Group learners (n = 20) who showed differential SCR prior to the first reversal. |
| 60328 | Correlations between Instructed Reversal (rho) parameter and no reversal with instructions | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | Correlations with instructed reversal (ρ) parameters. Brain-behavior correlations tested for correlations between each individual’s ρ parameter (based on within-subjects fits) and the absence of instructed reversal (main effect of CS without reversal) using robust regression. Regions in warm colors show positive correlations between the magnitude of the instructed reversal parameter and the sustained differential response in the region, while regions in cool colors show negative correlations. This analysis was restricted to Instructed Group learners (n = 20) who showed differential SCR prior to the first reversal. |
| 60319 | Instruction-based expected value: Instructed Learners | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | This corresponds to Figure 3: Figure supplement 2. We fit our modified computational model (which flexibly updates when instructed reversals are delivered) to SCR in the Instructed Group learners during our fear reversal learning task. We measured within-subject correlations with brain responses to unreinforced CS presentations (trial-by-trial). Robust regression was used to generate group results. These results are restricted to the 20 Instructed Group subjects who showed differential SCR prior to the first reversal. |
| 60320 | Instruction-based expected value: Instructed Group (all subjects) | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | Description: This corresponds to Figure 3: Figure supplement 2. We fit our modified computational model (which flexibly updates when instructed reversals are delivered) to SCR in the Instructed Group learners during our fear reversal learning task. We measured within-subject correlations with brain responses to unreinforced CS presentations (trial-by-trial). Robust regression was used to generate group results. These results include all Instructed Group participants (n=30), whether or not they showed differential SCR prior to the first reversal. |
| 60321 | Feedback-driven vs Instruction-based expected value within Instructed Group learners | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | Direct comparison between feedback-driven and instruction based EV signaling within the Instructed Group. Feedback-driven EV is based on the model fit to the Uninstructed Group learners, while instruction-based EV is based on fit to the Instructed Group learners. Orthogonalization was disabled in first-level analyses, and these results are robust regression across the contrast values. Regions in warm colors showed preferential correlations with feedback-driven EV, while regions in cool colors showed higher correlations with instruction-based EV. Analysis is restricted to learners, or those individuals who showed differential SCR prior to the first reversal (n = 20). |
| 60322 | Feedback-driven vs Instruction-based expected value: All Instructed Group participants | Instructed knowledge shapes feedback-driven aversive learning in striatum and orbitofrontal cortex, but not the amygdala | Direct comparison between feedback-driven and instruction based EV signaling within the Instructed Group. Feedback-driven EV is based on the model fit to the Uninstructed Group learners, while instruction-based EV is based on fit to the Instructed Group learners. Orthogonalization was disabled in first-level analyses, and these results are robust regression across the contrast values. Regions in warm colors showed preferential correlations with feedback-driven EV, while regions in cool colors showed higher correlations with instruction-based EV. Analysis includes entire Instructed Group (n=30), irrespective of whether participants showed differential SCR prior to the first reversal. |