DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Jeong, Bumseok | - |
dc.contributor.advisor | 정범석 | - |
dc.contributor.author | Yoon, Taekeun | - |
dc.contributor.author | 윤태근 | - |
dc.date.accessioned | 2018-05-23T19:36:47Z | - |
dc.date.available | 2018-05-23T19:36:47Z | - |
dc.date.issued | 2017 | - |
dc.identifier.uri | http://library.kaist.ac.kr/search/detail/view.do?bibCtrlNo=675791&flag=dissertation | en_US |
dc.identifier.uri | http://hdl.handle.net/10203/241978 | - |
dc.description | 학위논문(박사) - 한국과학기술원 : 의과학대학원, 2017.2,[v, 60 p. :] | - |
dc.description.abstract | Much of learning in daily life is about relationship between stochastic stimuli. From Bayesian perspective, a learner constructs one’s own probability models for variable environment. Reward is important in learning, and there may be learning differences when emotional elements are included in the reward. Thus, if emotional factors are given to probability-based associative learning as feedback, learning will change in accordance with individual psychological states. Such changes can be measured and evaluated through behavioral experiments and brain imaging analysis. This study aimed to understand the difference between cases where emotional factors are included in feedback in probabilistic associative learning and cases where they are not. In the first chapter, the effects of emotional feedback on probability-based associative learning were examined through behavioral experiments and magnetoencephalography analysis. The three-level generative model based on Bayesian brain theory was used. In the second chapter, more sophisticated behavioral experiments were designed so that emotional elements could work more strongly with feedback on learning outcomes. Several learning indices were measured to reflect the characteristics of the subjects. Through functional MRI study, subtle effects of emotional feedback on probabilistic associative learning were searched for in brain regions correlated with real-time learning parameters. In probabilistic associative learning process, there was no significant difference in learning outcomes such as correct answer rate and response time. Response time delays appear when modifying execution strategies to minimize prediction errors. Emotional feedback requires additional brain activation to show the same degree of learning as when non-emotional feedback is given. It was confirmed that additional emotional feedback processing involved the superior temporal gyrus, posterior cingulate cortex, insular and the dorsolateral prefrontal cortex. | - |
dc.language | eng | - |
dc.publisher | 한국과학기술원 | - |
dc.subject | Emotional feedback | - |
dc.subject | Probabilistic associative learning | - |
dc.subject | Behavioral task | - |
dc.subject | Magnetoencephalography | - |
dc.subject | Functional magnetic resonance imaging | - |
dc.subject | 정서적 되먹임 | - |
dc.subject | 확률 기반 연관 학습 | - |
dc.subject | 행동실험 | - |
dc.subject | 뇌자도 | - |
dc.subject | 뇌기능적 자기공명영상 | - |
dc.title | (The) effects of emotional feedback on probabilistic associative learning | - |
dc.title.alternative | 정서적 되먹임이 확률 기반 연관 학습에 미치는 영향 | - |
dc.type | Thesis(Ph.D) | - |
dc.identifier.CNRN | 325007 | - |
dc.description.department | 한국과학기술원 :의과학대학원, | - |
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