Декабрь 2016

Executive functions (EFs; also called executive control or cognitive control) refer to a family of top-down mental processes needed when you have to concentrate and pay attention, when going on automatic or relying on instinct or intuition would be ill-advised, insufficient, or impossible (Burgess & Simons 2005, Espy 2004, Miller&Cohen 2001).Using EFs is effortful; it is easier to continue doing what you have been doing than to change, it is easier to give into temptation than to resist it, and it is easier to go on “automatic pilot” than to considerwhat to do next.

Поэтому с точки зрения схемы Альберта Бандуры интересно рассмотреть еще одну категорию – неэффективность  своей деятельности как агента себя самого. Действительно рассматриваемая нами схема, как и многие другие психологические стратегии направлены именно на эффективность, на которую во многих сферах научения человека существует постоянная мода так называемой мотивации на успех. С другой стороны помимо успеха существует такое понятие как удача. Не все зависит от нас и любая даже самая раскрученная стратегия не гарантирует результата даже приближения к сто процентному результату.

Within striatal circuits the neuromodulator dopamine is considered by many  to act as a learning signal, controlling neural plasticity (60). One of the main  lines of evidence has come from recordings of midbrain dopamine neurons  whose axons project to wide regions of forebrain (61)—including the striatum,  which has a very high density of dopamine receptors. In macaque monkeys such  cells often show brief (~0.1 s) increases in firing rate, particularly to unexpected  rewards, or to unexpected cues that signal upcoming rewards (reviewed in  62). The ability of dopamine cells to ignore fully expected rewards and shift  firing to cues that predict rewards has a strong resemblance to “error signals”  in certain formal learning theories (63) and certain computational models of  “reinforcement learning”(64). Both classes of model refer to situations in which  the extent of associative learning is controlled by a simple signal that provides  feedback on the overall success or failure of an action or expectation. Because  the signal does not provide detailed information on the exact nature of any errors  committed, it is sometimes described as a “critic” rather than a “teacher” (65).