linking back to brembs.net





Welcome Guest
Username:

Password:


Remember me

[ ]
[ ]
[ ]
 Currently Online (24)
 Extra Information
MicroBlog
NeuroTwitter

[15 Feb 10: 11:11]
W00t! Editor's selection at Researchblogging.org: http://researchblogging.org/news/?p=966

[11 Feb 10: 01:02]
Pharyngulated! http://scienceblogs.com/pharyngula/2010/02/religion_adaptation_or_by-prod.php

[26 Jan 10: 12:28]
New Theme! What do you think? http://bjoern.brembs.net

[04 Dec 09: 08:25]
Rolled over 400 citations today... http://bjoern.brembs.net/citations.php

[17 Nov 09: 08:45]
Students! You tell them for 45 minutes why their papers have to be in IMRaD format and some still hand in garbled, structureless papers!

[28 Oct 09: 04:17]
The m.o. of university administrations: divide competence until you can never be mad at anyone, because there are always so many others who can be blamed.


Networking
Random Video
SciSites
GeoCounter
outils webmaster
ResearchBlogging.orgvery absent-minded persons in going in their bedroom to dress for dinner have been known to take off one garment after another and finally to get into bed, merely because that was the habitual issue of the first few movements when performed at a late hour
William James, 1890

It is difficult to kick a habit. Like riding a bike – once automated, some behaviors can stay with us for a lifetime. Life-long memories are a familiar trait. After all, they define who we are. We can recall important events in our lives in sometimes astounding clarity and detail. In the last 40 years, neuroscience has made great progress in understanding how the brain accomplishes this amazing feat. Sometimes after a single exposure to a salient stimulus, synapses in the brain can permanently alter their properties to encode complex, vivid memories. If synaptic plasticity is so fast, why does it take practice to learn how to ride a bike, why repetition to form a habit?

The ultimate, evolutionary causes for the need to practice our skills are obvious. Skills and habits convey an enormous benefit as they free up processing power and allow us to efficiently carry out often-used behaviors with little effort. The repetition required to automate these behavior buys us time to pick the best sequence of movements to do the task. Without the need for practice, we may be stuck with whatever movements we used when we first tried to master the skill, often unsuccessfully. There must have been strong selection pressure on the neurobiological mechanisms (the proximate causes) which would allow for rehearsal time before behavioral memory was actually consolidated. One could think of any number of mechanisms which would slow down memory formation, from inefficiencies or delays in the intracellular processes altering synaptic transmission to initially weak reinforcement signals, scaling with the increasing success of the behavior. Yet, evidence from our ow experiments with the fruit fly Drosophila points to a different mechanism, namely dynamic interactions between multiple memory systems. We founsd that the memory system responsible for habit formation is temporarily blocked by the memory system dealing with learning about our environment. Interestingly,  switching off a part of the fly brain called the mushroom-bodies halved the amount of practice required to form habits, suggesting that the mushroom-bodies are involved in this blockage (as they are not directly involved in memory storage, they most likely mediate the interaction coming from the environment-memory storage system).

Now, almost simultaneously, two groups have published research that another treatment, stress, can lead to rapid habit formation in rats and humans as well. In almost identical experiments, the subjects were either stressed or not during operant conditioning experiments. In these experiments, the subjects had to perform two actions for two different kinds of food. After training, one of the two kinds of food was given to the subjects until they were sated. This feeding to satiation is the critical part of the experiment. Imagine you would like to eat a treat and a machine would make you work for salty or sweet treats. Obviously, when you've had as much sweets as you wanted, you'd work harder to get the salty treat than the sweet treat. What research into habit formation has shown, is that this specific reduction after devaluation no longer occurs when the training has taken place long enough to form a habit. Both animals and humans then just keep working the machine to get noth treats in equal number. Just placing the animals/people in front of the machine makes them follow their habit, similarly to the absent-minded people in former times who got undressed and went to bed, just because they were in their bedroom at a late hour. These two studies now showed that the two groups (stressed and unstressed) differed in their specific reduction after devaluation: the stressed groups behaved as if they had been trained for much longer and habitually worked the machine equally hard for both treats, even after relatively short training.

One of the authors of the study is my esteemed colleague Rui Costa, who I'm currently writing a grant for organizing a conference on actions and habits with. In a recent article in The Scientist he said:
It's not that they are stupid and don't understand that there is a difference. It's just that when given a choice, they will do the automatic thing. In fact, these stress-induced changes seem almost adaptive. When we are under chronic stress, it could be advantageous to use habitual strategies because [it reduces] the amount of cognitive resources that you need.
Thus, Rui also emphasizes the adaptive value of habits, to reduce cognitive load and allow the brain to focus on the more pressing issues and not how to best execute a behavior. The amount of training required to form a habit is flexible and reflects the trade-off between behaving flexible and behaving efficiently. If need be, we can form habits just as fast as we can learn facts, faces or events. (see also PhysOrg)

In a more colloquial formulation of the flexibility/efficiency (or exploration/exploitation) dilemma, one could say that habit is the enemy of creativity. It was German ethologist Konrad Lorenz who postulated that creativity requires a so-called "relaxed field" in which no stressors apply. Now, about three decades later, the biological experiments are being initiated to find out how the brain operates to give rise to this requirement.
Creativity is also a necessary prerequisite for doing innovative science. This means that stress is the enemy of good science. In our publish-or-perish culture with it limited contracts and constant fear of joblessness and failure, I wonder how many excellent scientists fall by the wayside, because they were never able to fulfill their full potential? Does this research argue for small, managable research groups in which there is a lot of time for interaction, free-thinking and relaxed brain-storming, rather than large, high-throuput labs in which everybody is just a cog in a large machinery producing scientific data, rather than doing science? Could this sort of research help us design the environment which maximizes on the brain capital of the individual scientists? Or will it just eventually lead to a treatment which enhances the blockade of habit formation, extending it indefinitely, no matter how stressful your life is, such that you will become for ever creative?




Posted on Monday 03 August 2009 - 09:05:05 comment: 3
stress   habit formation   behavior   action   costa   

Comments
Mike Sandifer posted on 07 Aug 09: 02:15 : Don't stress the scientists!
Guest


Reply to this
Everything you've mentioned here, sans the neurobiology, has been known for a long time. Of course learning is contextual. The basic principles of generalization, discrimination, symmetry, transitivity, and blocking go a long way toward at least a partial description of learning and cognitiion, including the acknowledge ment of multiple memory systems.

When a person, for example, forgets their car keys and realize it after getting to the car, despite the fact that the person has done this many times before at the same address, this is a generalization failure. Likewise, pulling out your own keys when approaching the passenger door of a friend's car represents a discrimination failure. Of course, discrimination learning must be ultimately generalized.

The contexts are both external and internal. Novel stimuli will crowd out predictive contexts in proportion to their novelty and ultimate unconditioned salience, as will the latter alone, in some circumstances. We are emotional to the degree that something is immediately important, hence less well established (generalized) habits are crowded out by instinct and older habits. This is a reason why extreme anger can lead to hitting innocent conspecifics or even inanimate objects, as generalizatoin and discrimination failures are much more likely, again due to the crowding out of relatively less generalized habits.

Generalizatoin and discrimination can also occur transitively, as stimuli or compound stimuli represntations in memory that are similar or contiguous are automatically associated, giving rise to imagination and metaphor. Blocking involves prior learned associations being so highly generalized as to prevent the learning of new ones in relevant contexts. These are not the only facts of learning and cognition, but still begin to describe much about thinking and learning.
I take a behavioral economics approach to brain and behavior that I fuse with this understanding of memory and cognition. I model motivation and emotional responses mathematically.

Mike Sandifer posted on 07 Aug 09: 02:19 : Also
Guest


Reply to this
I'd also like to point out that the idea that stress enhances learning and recall is certainly nothing new, either experimentally or theoretically. Anything that increases the relative weighting of stimuli will facilitate more rapid generalization. I model this with a simple dopamine multiplier in my models.

bjoern posted on 10 Aug 09: 04:52 : Don't stress the scientists!
Comments: 161


Reply to this
Indeed, it's the neurobiology that's new - hence the James quote from 1890...
Interesting that you mention discrimination and generalization (and blocking)! You are right, all animals have to face these tasks in a highly dynamic environment. Which is why even flies can master them. Interestingly, the same part in the flies' brain seems to be involved, which also decides when habit formation takes place: the mushroom-bodies.
To your point about stress: indeed, it may well be that stress doesn't act specifically, but accelerates all kinds of learning equally. Given the pervasive consequences of modifying behavioral circuits directly, habits become more prevalent in such a case, giving the impression that habit learning was enhanced specifically.

Submit comment
Subject
Username:
Comment:

Render time: 0.7912 sec, 0.5051 of that for queries.