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dc.contributor.authorNasser, H.M.
dc.contributor.authorCalu, D.J.
dc.contributor.authorSchoenbaum, G.
dc.date.accessioned2019-07-15T16:16:59Z
dc.date.available2019-07-15T16:16:59Z
dc.date.issued2017
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85014022551&doi=10.3389%2ffpsyg.2017.00244&partnerID=40&md5=9f71f9571837c14a8ee2dfb8dc39e32a
dc.identifier.urihttp://hdl.handle.net/10713/10040
dc.description.abstractPhasic activity of midbrain dopamine neurons is currently thought to encapsulate the prediction-error signal described in Sutton and Barto's (1981) model-free reinforcement learning algorithm. This phasic signal is thought to contain information about the quantitative value of reward, which transfers to the reward-predictive cue after learning. This is argued to endow the reward-predictive cue with the value inherent in the reward, motivating behavior toward cues signaling the presence of reward. Yet theoretical and empirical research has implicated prediction-error signaling in learning that extends far beyond a transfer of quantitative value to a reward-predictive cue. Here, we review the research which demonstrates the complexity of how dopaminergic prediction errors facilitate learning. After briefly discussing the literature demonstrating that phasic dopaminergic signals can act in the manner described by Sutton and Barto (1981), we consider how these signals may also influence attentional processing across multiple attentional systems in distinct brain circuits. Then, we discuss how prediction errors encode and promote the development of context-specific associations between cues and rewards. Finally, we consider recent evidence that shows dopaminergic activity contains information about causal relationships between cues and rewards that reflect information garnered from rich associative models of the world that can be adapted in the absence of direct experience. In discussing this research we hope to support the expansion of how dopaminergic prediction errors are thought to contribute to the learning process beyond the traditional concept of transferring quantitative value. Copyright 2017 Nasser, Calu, Schoenbaum and Sharpe.en_US
dc.description.urihttps://www.doi.org/10.3389/fpsyg.2017.00244en_US
dc.language.isoen_USen_US
dc.publisherFrontiers Research Foundationen_US
dc.relation.ispartofFrontiers in Psychology
dc.subjectAssociative learningen_US
dc.subjectAttentionen_US
dc.subjectDopamineen_US
dc.subjectModel-based learningen_US
dc.subjectPrediction erroren_US
dc.titleThe dopamine prediction error: Contributions to associative models of reward learningen_US
dc.typeArticleen_US
dc.identifier.doi10.3389/fpsyg.2017.00244


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