Alumni Projects
Using advanced imaging methods in humans we will test how dynamic interactions between core regions of the extinction network shape learning. Here, we investigate how progress in fear extinction alters functional fMRI connectivity within the network. Simultaneous EEG/fMRI recordings will reveal the electrophysiological origins of these connectivity changes. Also, interindividual differences in learning outcome will be related to variations of pre-learning structural network connectivity. Finally, high-resolution fMRI recordings at 7T will uncover for the first time the importance of fine-grained functional and structural network interactions between distinct amygdala nuclei and other regions of the network on extinction learning.
Even before the SFB 1280 started, the subprojects presented their research plans to a number of experts in a short video.
By starting the video, you agree to YouTube’s data processing and cookies. Find out more in our privacy policy.
Even before the SFB 1280 started, the subprojects presented their research plans to a number of experts in a short video.
By starting the video, you agree to YouTube’s data processing and cookies. Find out more in our privacy policy.
This project explores the specific interaction between the anterior network (hippocampus, amygdala, prefrontal cortex) and the cerebellum during extinction (study 1), aims to develop non-invasive brain stimulation protocols suited for targeted modulation of extinction-relevant areas identified in that study (study 2), apply these to explore the causality of respective physiological interactions for extinction (study 3), and reveal cellular mechanisms of respective target structures for extinction by combining pharmacology (relevance of serotonin) and stimulation (study 4).
Our project investigates why a memory sometimes returns after extinction but sometimes does not. This renewal effect can be caused by external causes, as a reaction to the personal history or also by internal causes, rooted in the process itself. As we know brain activation patterns for two regions for successful renewal, we can systematically test for potential reasons for renewal. On the one hand we look at the structure of participating brain regions, we look at what the influence of impaired attention through stress or medication is and how the salience of the learning context impacts behaviour.
Through the combination of noninvasive brain stimulation and imaging we can look at influences and interactions between brain regions and structures relevant for extinction during the renewal process.
Even before the SFB 1280 started, the subprojects presented their research plans to a number of experts in a short video.
By starting the video, you agree to YouTube’s data processing and cookies. Find out more in our privacy policy.
Even before the SFB 1280 started, the subprojects presented their research plans to a number of experts in a short video.
By starting the video, you agree to YouTube’s data processing and cookies. Find out more in our privacy policy.
When a person or an animal is surprised, i.e. confronted with an event that deviates from our expectations, learning happens: expectations are adjusted to reality. We want to figure out how organisms integrate the diverse information from the environment into a model of their surroundings and then adjust their experiences, so that prediction errors no longer occur, as the model was brought into accordance with the reality. In our experiments we use a widespread theory, that is based on error correction. We are especially interested in which way errors are processed in extinction learning.
A negative prediction error dictates that an anticipated event does not occur. A positive prediction error describes an event that occurs unexpectedly. In our project we investigate how positive and negative predictions errors affect extinction learning.
We research the development of extinction learning over the entire lifespan: from infancy, childhood, adolescence into young adulthood (18-22 years). Our experimental setups are designed so that subjects learn either to gain a pleasant reward or avoid an unpleasant situation. We compare how learning systems develop differently or similarly. We will follow extinction developmental transitions during brain maturation qualitatively and quantitatively. Also using developmental neuropsychological methods our project will apply findings from animal research to human research and create an important basis for future clinical applications for the first time.
Even before the SFB 1280 started, the subprojects presented their research plans to a number of experts in a short video.
By starting the video, you agree to YouTube’s data processing and cookies. Find out more in our privacy policy.