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http://hdl.handle.net/2445/147922
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DC Field | Value | Language |
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dc.contributor.author | Ripollés, Pablo | - |
dc.contributor.author | Ferreri, Laura | - |
dc.contributor.author | Mas-Herrero, Ernest | - |
dc.contributor.author | Alicart, Helena | - |
dc.contributor.author | Gómez Andrés, Alba | - |
dc.contributor.author | Marco Pallarés, Josep | - |
dc.contributor.author | Antonijoan Arbós, Rosa Ma. (Rosa María) | - |
dc.contributor.author | Noesselt, Toemme | - |
dc.contributor.author | Valle, Marta | - |
dc.contributor.author | Riba, Jordi | - |
dc.contributor.author | Rodríguez Fornells, Antoni | - |
dc.date.accessioned | 2020-01-15T12:45:20Z | - |
dc.date.available | 2020-01-15T12:45:20Z | - |
dc.date.issued | 2018-09-30 | - |
dc.identifier.issn | 2050-084X | - |
dc.identifier.uri | http://hdl.handle.net/2445/147922 | - |
dc.description.abstract | We recently provided evidence that an intrinsic reward-related signal-triggered by successful learning in absence of any external feedback-modulated the entrance of new information into long-term memory via the activation of the dopaminergic midbrain, hippocampus, and ventral striatum (the SN/VTA-Hippocampal loop; Ripollés et al., 2016). Here, we used a double-blind, within-subject randomized pharmacological intervention to test whether this learning process is indeed dopamine-dependent. A group of healthy individuals completed three behavioral sessions of a language-learning task after the intake of different pharmacological treatments: a dopaminergic precursor, a dopamine receptor antagonist or a placebo. Results show that the pharmacological intervention modulated behavioral measures of both learning and pleasantness, inducing memory benefits after 24 hr only for those participants with a high sensitivity to reward. These results provide causal evidence for a dopamine-dependent mechanism instrumental in intrinsically regulated learning and further suggest that subject-specific reward sensitivity drastically alters learning success. | - |
dc.format.extent | 23 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | eLife Sciences | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.7554/eLife.38113 | - |
dc.relation.ispartof | eLife, 2018, vol. 7, p. e38113 | - |
dc.relation.uri | https://doi.org/10.7554/eLife.38113 | - |
dc.rights | cc-by (c) Ripollés, P. et al., 2018 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | - |
dc.source | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) | - |
dc.subject.classification | Aprenentatge | - |
dc.subject.classification | Fisiologia | - |
dc.subject.classification | Neurotransmissió | - |
dc.subject.classification | Transducció de senyal cel·lular | - |
dc.subject.other | Learning | - |
dc.subject.other | Physiology | - |
dc.subject.other | Neural transmission | - |
dc.subject.other | Cellular signal transduction | - |
dc.title | Intrinsically regulated learning is modulated by synaptic dopamine signaling | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 682540 | - |
dc.date.updated | 2020-01-15T12:45:21Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.pmid | 30160651 | - |
Appears in Collections: | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) Articles publicats en revistes (Institut d'lnvestigació Biomèdica de Bellvitge (IDIBELL)) |
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