1
|
Boboeva V, Pezzotta A, Clopath C, Akrami A. Unifying network model links recency and central tendency biases in working memory. eLife 2024; 12:RP86725. [PMID: 38656279 DOI: 10.7554/elife.86725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2024] Open
Abstract
The central tendency bias, or contraction bias, is a phenomenon where the judgment of the magnitude of items held in working memory appears to be biased toward the average of past observations. It is assumed to be an optimal strategy by the brain and commonly thought of as an expression of the brain's ability to learn the statistical structure of sensory input. On the other hand, recency biases such as serial dependence are also commonly observed and are thought to reflect the content of working memory. Recent results from an auditory delayed comparison task in rats suggest that both biases may be more related than previously thought: when the posterior parietal cortex (PPC) was silenced, both short-term and contraction biases were reduced. By proposing a model of the circuit that may be involved in generating the behavior, we show that a volatile working memory content susceptible to shifting to the past sensory experience - producing short-term sensory history biases - naturally leads to contraction bias. The errors, occurring at the level of individual trials, are sampled from the full distribution of the stimuli and are not due to a gradual shift of the memory toward the sensory distribution's mean. Our results are consistent with a broad set of behavioral findings and provide predictions of performance across different stimulus distributions and timings, delay intervals, as well as neuronal dynamics in putative working memory areas. Finally, we validate our model by performing a set of human psychophysics experiments of an auditory parametric working memory task.
Collapse
Affiliation(s)
- Vezha Boboeva
- Sainsbury Wellcome Centre, University College London, London, United Kingdom
- Department of Bioengineering, Imperial College London, London, United Kingdom
| | - Alberto Pezzotta
- Gatsby Computational Neuroscience Unit, University College London, London, United Kingdom
- The Francis Crick Institute, London, United Kingdom
| | - Claudia Clopath
- Sainsbury Wellcome Centre, University College London, London, United Kingdom
- Department of Bioengineering, Imperial College London, London, United Kingdom
| | - Athena Akrami
- Sainsbury Wellcome Centre, University College London, London, United Kingdom
| |
Collapse
|
2
|
Gertsovski A, Guri O, Ahissar M. Reduced categorical learning of faces in dyslexia. Cortex 2024; 173:80-95. [PMID: 38387376 PMCID: PMC10988772 DOI: 10.1016/j.cortex.2024.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 11/22/2023] [Accepted: 01/19/2024] [Indexed: 02/24/2024]
Abstract
The perception of phonological categories in dyslexia is less refined than in typically developing (TD) individuals. Traditionally, this characteristic was considered unique to phonology, yet many studies showed non-phonological perceptual difficulties. Importantly, measuring the dynamics of cortical adaptation, associated with category acquisition, revealed a broadly distributed faster decay of cortical adaptation. Taken together, these observations suggest that the acquisition of perceptual categories in dyslexia may be slower across modalities. To test this, we tested adult individuals with developmental dyslexia (IDDs) and TDs on learning of two unknown faces, yielding face-specific categorization. Initial accuracy was similar in the two groups, yet practice-induced increase in accuracy was significantly larger in TDs. Modeling the learning process (using Drift Diffusion Model) revealed that TDs' steeper learning results from a larger increase in their effective face-specific signal. We propose that IDDs' slower item-specific categorical learning of unknown faces indicates that slower categorical learning in dyslexia is a core, domain-general difficulty.
Collapse
Affiliation(s)
- Ayelet Gertsovski
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel.
| | - Odeya Guri
- Department of Cognitive and Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel
| |
Collapse
|
3
|
Bonte M, Brem S. Unraveling individual differences in learning potential: A dynamic framework for the case of reading development. Dev Cogn Neurosci 2024; 66:101362. [PMID: 38447471 PMCID: PMC10925938 DOI: 10.1016/j.dcn.2024.101362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 02/02/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024] Open
Abstract
Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.
Collapse
Affiliation(s)
- Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; URPP Adaptive Brain Circuits in Development and Learning (AdaBD), University of Zurich, Zurich, Switzerland
| |
Collapse
|
4
|
Jaffe-Dax S, Potter CE, Leung TS, Emberson LL, Lew-Williams C. The Influence of Memory on Visual Perception in Infants, Children, and Adults. Cogn Sci 2023; 47:e13381. [PMID: 37988257 PMCID: PMC10754275 DOI: 10.1111/cogs.13381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Revised: 09/12/2023] [Accepted: 10/12/2023] [Indexed: 11/23/2023]
Abstract
Perception is not an independent, in-the-moment event. Instead, perceiving involves integrating prior expectations with current observations. How does this ability develop from infancy through adulthood? We examined how prior visual experience shapes visual perception in infants, children, and adults. Using an identical task across age groups, we exposed participants to pairs of colorful stimuli and implicitly measured their ability to discriminate relative saturation levels. Results showed that adult participants were biased by previously experienced exemplars, and exhibited weakened in-the-moment discrimination between different levels of saturation. In contrast, infants and children showed less influence of memory in their perception, and they actually outperformed adults in discriminating between current levels of saturation. Our findings suggest that as humans develop, their perception relies more on prior experience and less on current observation.
Collapse
Affiliation(s)
- Sagi Jaffe-Dax
- School of Psychological Sciences and Segol School for Neuroscience, Tel Aviv University, Tel Aviv, Israel
- Department of Psychology, Princeton University, Princeton, NJ, USA
| | - Christine E. Potter
- Department of Psychology, Princeton University, Princeton, NJ, USA
- Department of Psychology, The University of Texas at El Paso, El Paso, TX, USA
| | - Tiffany S. Leung
- Department of Psychology, Princeton University, Princeton, NJ, USA
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Lauren L. Emberson
- Department of Psychology, Princeton University, Princeton, NJ, USA
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | | |
Collapse
|
5
|
Kostanian D, Rebreikina A, Voinova V, Sysoeva O. Effect of presentation rate on auditory processing in Rett syndrome: event-related potential study. Mol Autism 2023; 14:40. [PMID: 37885019 PMCID: PMC10605980 DOI: 10.1186/s13229-023-00566-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 09/05/2023] [Indexed: 10/28/2023] Open
Abstract
BACKGROUND Rett syndrome (RS) is a rare neurodevelopmental disorder characterized by mutations in the MECP2 gene. Patients with RS have severe motor abnormalities and are often unable to walk, use hands and speak. The preservation of perceptual and cognitive functions is hard to assess, while clinicians and care-givers point out that these patients need more time to process information than typically developing peers. Neurophysiological correlates of auditory processing have been also found to be distorted in RS, but sound presentation rates were relatively quick in these studies (stimulus onset asynchrony, SOA < 1000 ms). As auditory event-related potential (ERP) is typically increased with prolongation of SOA we aim to study if SOA prolongation might compensate for observed abnormalities. METHODS We presented a repetitive stimulus (1000 Hz) at three different SOAs of 900 ms, 1800 ms, and 3600 ms in children with RS (N = 24, Mean age = 9.0 ± 3.1) and their typical development (TD) peers (N = 27, Mean age = 9.7 ± 3.4) while recording 28-channels electroencephalogram, EEG. Some RS participants (n = 10) did not show clear ERP and were excluded from the analysis. RESULTS Major ERP components (here assessed as N1P1 and P2N1 peak-to-peak values) were smaller at SOA 900 than at longer SOAs in both groups, pointing out that the basic mechanism of adaptation in the auditory system is preserved in at least in RS patients with evident ERPs. At the same time the latencies of these components were significantly delayed in the RS than in TD. Moreover, late components (P2N1 and N2P2) were drastically reduced in Rett syndrome irrespective of the SOA, suggesting a largely affected mechanism of integration of upcoming sensory input with memory. Moreover, developmental stagnation of auditory ERP characterized patients with RS: absence of typical P2N1 enlargement and P1 and N1 shortening with age at least for shortest SOA. LIMITATIONS We could not figure out the cause for the high percentage of no-evident ERP RS participants and our final sample of the RS group was rather small. Also, our study did not include a control clinical group. CONCLUSIONS Thus, auditory ERPs inform us about abnormalities within auditory processing that cannot be fully overcomed by slowing presentation rate.
Collapse
Affiliation(s)
- Daria Kostanian
- Center for Cognitive Sciences, Sirius University of Science and Technology, Olympic Ave 1, Sochi, Russia, 354340.
| | - Anna Rebreikina
- Center for Cognitive Sciences, Sirius University of Science and Technology, Olympic Ave 1, Sochi, Russia, 354340
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia, 117485
| | - Victoria Voinova
- Veltischev Research and Clinical Institute for Pediatrics of the Pirogov, Russian National Research Medical University, Ministry of Health of Russian Federation, Moscow, Russia, 125412
| | - Olga Sysoeva
- Center for Cognitive Sciences, Sirius University of Science and Technology, Olympic Ave 1, Sochi, Russia, 354340
- Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology of RAS, Moscow, Russia, 117485
| |
Collapse
|
6
|
Daikoku T, Jentschke S, Tsogli V, Bergström K, Lachmann T, Ahissar M, Koelsch S. Neural correlates of statistical learning in developmental dyslexia: An electroencephalography study. Biol Psychol 2023; 181:108592. [PMID: 37268263 DOI: 10.1016/j.biopsycho.2023.108592] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 05/19/2023] [Accepted: 05/22/2023] [Indexed: 06/04/2023]
Abstract
The human brain extracts statistical regularities from the surrounding environment in a process called statistical learning. Behavioural evidence suggests that developmental dyslexia affects statistical learning. However, surprisingly few studies have assessed how developmental dyslexia affects the neural processing underlying this type of learning. We used electroencephalography to explore the neural correlates of an important aspect of statistical learning - sensitivity to transitional probabilities - in individuals with developmental dyslexia. Adults diagnosed with developmental dyslexia (n = 17) and controls (n = 19) were exposed to a continuous stream of sound triplets. Every so often, a triplet ending had a low transitional probability given the triplet's first two sounds ("statistical deviants"). Furthermore, every so often a triplet ending was presented from a deviant location ("acoustic deviants"). We examined mismatch negativity elicited by statistical deviants (sMMN), and MMN elicited by location deviants (i.e., acoustic changes). Acoustic deviants elicited a MMN which was larger in the control group than in the developmental dyslexia group. Statistical deviants elicited a small, yet significant, sMMN in the control group, but not in the developmental dyslexia group. However, the difference between the groups was not significant. Our findings indicate that the neural mechanisms underlying pre-attentive acoustic change detection and implicit statistical auditory learning are both affected in developmental dyslexia.
Collapse
Affiliation(s)
- Tatsuya Daikoku
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Graduate School of Information Science and Technology, The University of Tokyo, Tokyo, Japan; Center for Brain, Mind and KANSEI Sciences Research, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima city, Hiroshima, Japan.
| | | | - Vera Tsogli
- Department for Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Kirstin Bergström
- Center for Cognitive Science, University of Kaiserslautern-Landau, Kaiserslautern, Germany
| | - Thomas Lachmann
- Center for Cognitive Science, University of Kaiserslautern-Landau, Kaiserslautern, Germany; Centro de Investigación Nebrija en Cognición, Universidad Nebrija, Madrid, Spain
| | - Merav Ahissar
- Psychology Department, Hebrew University, Jerusalem, Israel
| | - Stefan Koelsch
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Department for Biological and Medical Psychology, University of Bergen, Bergen, Norway
| |
Collapse
|
7
|
Qi T, Mandelli ML, Pereira CLW, Wellman E, Bogley R, Licata AE, Chang EF, Oganian Y, Gorno-Tempini ML. Anatomical and behavioral correlates of auditory perception in developmental dyslexia. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.05.09.539936. [PMID: 37214875 PMCID: PMC10197694 DOI: 10.1101/2023.05.09.539936] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Developmental dyslexia (DD) is typically associated with difficulties in manipulating speech sounds and, sometimes, in basic auditory processing. However, the neuroanatomical correlates of auditory difficulties in DD and their contribution to individual clinical phenotypes are still unknown. Recent intracranial electrocorticography (ECoG) findings associated processing of sound amplitude rises and speech sounds with posterior and middle superior temporal gyrus (STG), respectively. We hypothesize that regional STG anatomy will relate to specific auditory abilities in DD and that auditory processing abilities will relate to behavioral difficulties. One hundred and ten children (78 DD, 32 typically developing, age 7-15 years) completed amplitude rise time (ART) and speech in noise discrimination (SiN) tasks. They also underwent a battery of cognitive tests. Anatomical MRI scans were used to identify regions in which local cortical gyrification complexity correlated with auditory tasks in DD. Behaviorally, ART but not SiN performance was impaired in DD. Neurally, ART and SiN performance correlated with gyrification in posterior STG and middle STG, respectively. Furthermore, ART significantly contributed to reading impairments in DD, while SiN explained variance in phonological awareness only. Finally, ART and SiN performance was not correlated, and each task was correlated with distinct neuropsychological measures, such that distinct DD subgroups could be identified. Overall, we provide a direct link between the neurodevelopment of the left STG and individual variability in auditory processing abilities in DD. The dissociation between speech and non-speech deficits supports distinct DD phenotypes and implicates different approaches to interventions.
Collapse
Affiliation(s)
- Ting Qi
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Maria Luisa Mandelli
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Christa L. Watson Pereira
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Emma Wellman
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Rian Bogley
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Abigail E. Licata
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| | - Edward F. Chang
- Department of Neurological Surgery, University of California San Francisco, United States
| | - Yulia Oganian
- Department of Neurological Surgery, University of California San Francisco, United States
- Center for Integrative Neuroscience, University of Tübingen, Tübingen, Germany
| | - Maria Luisa Gorno-Tempini
- Department of Neurology, University of California San Francisco, United States
- UCSF Dyslexia Center, University of California San Francisco, United States
| |
Collapse
|
8
|
Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia. Sci Rep 2022; 12:13521. [PMID: 35941176 PMCID: PMC9359986 DOI: 10.1038/s41598-022-16805-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Accepted: 07/15/2022] [Indexed: 11/09/2022] Open
Abstract
Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency.
Collapse
|
9
|
Beach SD, Lim SJ, Cardenas-Iniguez C, Eddy MD, Gabrieli JDE, Perrachione TK. Electrophysiological correlates of perceptual prediction error are attenuated in dyslexia. Neuropsychologia 2022; 165:108091. [PMID: 34801517 PMCID: PMC8807066 DOI: 10.1016/j.neuropsychologia.2021.108091] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 10/09/2021] [Accepted: 11/17/2021] [Indexed: 01/30/2023]
Abstract
A perceptual adaptation deficit often accompanies reading difficulty in dyslexia, manifesting in poor perceptual learning of consistent stimuli and reduced neurophysiological adaptation to stimulus repetition. However, it is not known how adaptation deficits relate to differences in feedforward or feedback processes in the brain. Here we used electroencephalography (EEG) to interrogate the feedforward and feedback contributions to neural adaptation as adults with and without dyslexia viewed pairs of faces and words in a paradigm that manipulated whether there was a high probability of stimulus repetition versus a high probability of stimulus change. We measured three neural dependent variables: expectation (the difference between prestimulus EEG power with and without the expectation of stimulus repetition), feedforward repetition (the difference between event-related potentials (ERPs) evoked by an expected change and an unexpected repetition), and feedback-mediated prediction error (the difference between ERPs evoked by an unexpected change and an expected repetition). Expectation significantly modulated prestimulus theta- and alpha-band EEG in both groups. Unexpected repetitions of words, but not faces, also led to significant feedforward repetition effects in the ERPs of both groups. However, neural prediction error when an unexpected change occurred instead of an expected repetition was significantly weaker in dyslexia than the control group for both faces and words. These results suggest that the neural and perceptual adaptation deficits observed in dyslexia reflect the failure to effectively integrate perceptual predictions with feedforward sensory processing. In addition to reducing perceptual efficiency, the attenuation of neural prediction error signals would also be deleterious to the wide range of perceptual and procedural learning abilities that are critical for developing accurate and fluent reading skills.
Collapse
Affiliation(s)
- Sara D. Beach
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Program in Speech and Hearing Bioscience and Technology, Harvard University, 260 Longwood Avenue, Boston, MA 02115 U.S.A
| | - Sung-Joo Lim
- Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Avenue, Boston, MA 02215 U.S.A
| | - Carlos Cardenas-Iniguez
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - Marianna D. Eddy
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - Tyler K. Perrachione
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Avenue, Boston, MA 02215 U.S.A.,Correspondence: Tyler K. Perrachione, Ph.D., Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Ave., Boston, MA 02215, Phone: +1.617.358.7410,
| |
Collapse
|
10
|
Regev TI, Markusfeld G, Deouell LY, Nelken I. Context Sensitivity across Multiple Time scales with a Flexible Frequency Bandwidth. Cereb Cortex 2021; 32:158-175. [PMID: 34289019 DOI: 10.1093/cercor/bhab200] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 05/29/2021] [Accepted: 06/07/2021] [Indexed: 12/15/2022] Open
Abstract
Everyday auditory streams are complex, including spectro-temporal content that varies at multiple timescales. Using EEG, we investigated the sensitivity of human auditory cortex to the content of past stimulation in unattended sequences of equiprobable tones. In 3 experiments including 82 participants overall, we found that neural responses measured at different latencies after stimulus onset were sensitive to frequency intervals computed over distinct timescales. Importantly, early responses were sensitive to a longer history of stimulation than later responses. To account for these results, we tested a model consisting of neural populations with frequency-specific but broad tuning that undergo adaptation with exponential recovery. We found that the coexistence of neural populations with distinct recovery rates can explain our results. Furthermore, the adaptation bandwidth of these populations depended on spectral context-it was wider when the stimulation sequence had a wider frequency range. Our results provide electrophysiological evidence as well as a possible mechanistic explanation for dynamic and multiscale context-dependent auditory processing in the human cortex.
Collapse
Affiliation(s)
- Tamar I Regev
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem 9190401, Israel.,MIT Department of Brain and Cognitive Sciences, Cambridge, MA 02139, USA
| | - Geffen Markusfeld
- Department of Psychology, The Hebrew University of Jerusalem, Jerusalem 9190501, Israel
| | - Leon Y Deouell
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem 9190401, Israel.,Department of Psychology, The Hebrew University of Jerusalem, Jerusalem 9190501, Israel
| | - Israel Nelken
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem 9190401, Israel.,Department of Neurobiology, The Silberman Institute of Life Sciences, The Hebrew University of Jerusalem, Jerusalem 9190401, Israel
| |
Collapse
|
11
|
Calabrich SL, Oppenheim GM, Jones MW. Audiovisual Learning in Dyslexic and Typical Adults: Modulating Influences of Location and Context Consistency. Front Psychol 2021; 12:754610. [PMID: 34777156 PMCID: PMC8581559 DOI: 10.3389/fpsyg.2021.754610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 10/07/2021] [Indexed: 11/13/2022] Open
Abstract
Learning to read involves efficient binding of visual to auditory information. Aberrant cross-modal binding skill has been observed in both children and adults with developmental dyslexia. Here, we examine the contribution of episodic memory to acquisition of novel cross-modal bindings in typical and dyslexic adult readers. Participants gradually learned arbitrary associations between unfamiliar Mandarin Chinese characters and English-like pseudowords over multiple exposures, simulating the early stages of letter-to-letter sound mapping. The novel cross-modal bindings were presented in consistent or varied locations (i.e., screen positions), and within consistent or varied contexts (i.e., co-occurring distractor items). Our goal was to examine the contribution, if any, of these episodic memory cues (i.e., the contextual and spatial properties of the stimuli) to binding acquisition, and investigate the extent to which readers with and without dyslexia would differ in their reliance on episodic memory during the learning process. Participants were tested on their ability to recognize and recall the bindings both during training and then in post-training tasks. We tracked participants' eye movements remotely with their personal webcams to assess whether they would re-fixate relevant empty screen locations upon hearing an auditory cue-indicative of episodic memory retrieval-and the extent to which the so-called "looking-at-nothing behavior" would modulate recognition of the novel bindings. Readers with dyslexia both recognized and recalled significantly fewer bindings than typical readers, providing further evidence of their persistent difficulties with cross-modal binding. Looking-at-nothing behavior was generally associated with higher recognition error rates for both groups, a pattern that was particularly more evident in later blocks for bindings encoded in the inconsistent location condition. Our findings also show that whilst readers with and without dyslexia are capable of using stimulus consistencies in the input-both location and context-to assist in audiovisual learning, readers with dyslexia appear particularly reliant on consistent contextual information. Taken together, our results suggest that whilst readers with dyslexia fail to efficiently learn audiovisual binding as a function of stimulus frequency, they are able to use stimulus consistency-aided by episodic recall-to assist in the learning process.
Collapse
Affiliation(s)
| | | | - Manon W. Jones
- School of Psychology, Bangor University, Bangor, United Kingdom
| |
Collapse
|
12
|
Zhang M, Riecke L, Bonte M. Neurophysiological tracking of speech-structure learning in typical and dyslexic readers. Neuropsychologia 2021; 158:107889. [PMID: 33991561 DOI: 10.1016/j.neuropsychologia.2021.107889] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
Statistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition and reading development. Here we employed electroencephalography (EEG) with frequency-tagging measures to track the temporal evolution of speech-structure learning in individuals with reading difficulties due to developmental dyslexia and in typical readers. We measured EEG while participants listened to (a) a structured stream of repeated tri-syllabic pseudowords, (b) a random stream of the same isochronous syllables, and (c) a series of tri-syllabic real Dutch words. Participants' behavioral learning outcome (pseudoword recognition) was measured after training. We found that syllable-rate tracking was comparable between the two groups and stable across both the random and structured streams of syllables. More importantly, we observed a gradual emergence of the tracking of tri-syllabic pseudoword structures in both groups. Compared to the typical readers, however, in the dyslexic readers this implicit speech structure learning seemed to build up at a slower pace. A brain-behavioral correlation analysis showed that slower learners (i.e., participants who were slower in establishing the neural tracking of pseudowords) were less skilled in phonological awareness. Moreover, those who showed stronger neural tracking of real words tended to be less fluent in the visual-verbal conversion of linguistic symbols. Taken together, our study provides an online neurophysiological approach to track the progression of implicit learning processes and gives insights into the learning difficulties associated with dyslexia from a dynamic perspective.
Collapse
Affiliation(s)
- Manli Zhang
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Lars Riecke
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands
| | - Milene Bonte
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands
| |
Collapse
|
13
|
O'Brien G, Yeatman JD. Bridging sensory and language theories of dyslexia: Toward a multifactorial model. Dev Sci 2020; 24:e13039. [PMID: 33021019 PMCID: PMC8244000 DOI: 10.1111/desc.13039] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 08/30/2020] [Accepted: 09/08/2020] [Indexed: 01/27/2023]
Abstract
Competing theories of dyslexia posit that reading difficulties arise from impaired visual, auditory, phonological, or statistical learning mechanisms. Importantly, many theories posit that dyslexia reflects a cascade of impairments emanating from a single “core deficit”. Here we report two studies evaluating core deficit and multifactorial models. In Study 1, we use publicly available data from the Healthy Brain Network to test the accuracy of phonological processing measures for predicting dyslexia diagnosis and find that over 30% of cases are misclassified (sensitivity = 66.7%; specificity = 68.2%). In Study 2, we collect a battery of psychophysical measures of visual motion processing and standardized measures of phonological processing in 106 school‐aged children to investigate whether dyslexia is best conceptualized under a core‐deficit model, or as a disorder with heterogenous origins. Specifically, by capitalizing on the drift diffusion model to analyze performance on a visual motion discrimination experiment, we show that deficits in visual motion processing, perceptual decision‐making, and phonological processing manifest largely independently. Based on statistical models of how variance in reading skill is parceled across measures of visual processing, phonological processing, and decision‐making, our results challenge the notion that a unifying deficit characterizes dyslexia. Instead, these findings indicate a model where reading skill is explained by several distinct, additive predictors, or risk factors, of reading (dis)ability.
Collapse
Affiliation(s)
- Gabrielle O'Brien
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA.,Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, CA, USA.,Division of Developmental-Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, USA
| |
Collapse
|
14
|
Jaffe-Dax S, Eigsti IM. Perceptual inference is impaired in individuals with ASD and intact in individuals who have lost the autism diagnosis. Sci Rep 2020; 10:17085. [PMID: 33051465 PMCID: PMC7554034 DOI: 10.1038/s41598-020-72896-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 09/07/2020] [Indexed: 11/09/2022] Open
Abstract
Beyond the symptoms which characterize their diagnoses, individuals with autism spectrum disorder (ASD) show enhanced performance in simple perceptual discrimination tasks. Often attributed to superior sensory sensitivities, enhanced performance may also reflect a weaker bias towards previously perceived stimuli. This study probes perceptual inference in a group of individuals who have lost the autism diagnosis (LAD); that is, they were diagnosed with ASD in early childhood but have no current ASD symptoms. Groups of LAD, current ASD, and typically developing (TD) participants completed an auditory discrimination task. Individuals with TD showed a bias towards previously perceived stimuli-a perceptual process called "contraction bias"; that is, their representation of a given tone was contracted towards the preceding trial stimulus in a manner that is Bayesian optimal. Similarly, individuals in the LAD group showed a contraction bias. In contrast, individuals with current ASD showed a weaker contraction bias, suggesting reduced perceptual inferencing. These findings suggest that changes that characterize LAD extend beyond the social and communicative symptoms of ASD, impacting perceptual domains. Measuring perceptual processing earlier in development in ASD will tap the causality between changes in perceptual and symptomatological domains. Further, the characterization of perceptual inference could reveal meaningful individual differences in complex high-level behaviors.
Collapse
Affiliation(s)
- Sagi Jaffe-Dax
- Department of Psychology, Princeton University, Princeton, NJ, 08544, USA.
| | - Inge-Marie Eigsti
- Department of Psychological Sciences and Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs, CT, 06269, USA
| |
Collapse
|
15
|
Benson PJ, Wallace L, Beedie SA. Sensory auditory interval perception errors in developmental dyslexia. Neuropsychologia 2020; 147:107587. [DOI: 10.1016/j.neuropsychologia.2020.107587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Revised: 08/15/2020] [Accepted: 08/17/2020] [Indexed: 11/16/2022]
|
16
|
O'Brien GE, Gijbels L, Yeatman JD. Context effects on phoneme categorization in children with dyslexia. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2020; 148:2209. [PMID: 33138541 PMCID: PMC7575329 DOI: 10.1121/10.0002181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Revised: 09/23/2020] [Accepted: 09/28/2020] [Indexed: 06/11/2023]
Abstract
Research shows that, on average, children with dyslexia behave less categorically in phoneme categorization tasks. This study investigates three subtle ways that struggling readers may perform differently than their typically developing peers in this experimental context: sensitivity to the frequency distribution from which speech tokens are drawn, bias induced by previous stimulus presentations, and fatigue during the course of the task. We replicate findings that reading skill is related to categorical labeling, but we do not find evidence that sensitivity to the stimulus frequency distribution, the influence of previous stimulus presentations, and a measure of task engagement differs in children with dyslexia. It is, therefore, unlikely that the reliable relationship between reading skill and categorical labeling is attributable to artifacts of the task design, abnormal neural encoding, or executive function. Rather, categorical labeling may index a general feature of linguistic development whose causal relationship to literacy remains to be ascertained.
Collapse
Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Liesbeth Gijbels
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, California 94305, USA
| |
Collapse
|
17
|
Kimel E, Weiss AH, Jakoby H, Daikhin L, Ahissar M. Short-term memory capacity and sensitivity to language statistics in dyslexia and among musicians. Neuropsychologia 2020; 149:107624. [PMID: 32920031 PMCID: PMC7768182 DOI: 10.1016/j.neuropsychologia.2020.107624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Revised: 09/06/2020] [Accepted: 09/07/2020] [Indexed: 10/26/2022]
Abstract
Poor short-term memory (STM) capacity in individuals with dyslexia (IDDs) and enhanced STM capacity in musicians are well documented, yet their causes are disputed. Previous studies also found poor use of stimuli statistics by IDDs and enhanced use by musicians. We hypothesized that these observations are functionally related, as follows: Enhanced sensitivity to statistics facilitates musicians' benefit from each exposure, and reduced sensitivity to statistics hinders IDDs' benefit. Thus, larger group differences are expected for larger exposure: STM capacity, which is sensitive to item familiarity, will thus be larger among musicians, and smaller among IDDS, particularly for high-frequency items. Testing this hypothesis using syllable span, we found that musicians' advantage and IDDs' difficulty were indeed larger for high-frequency syllables than for low-frequency ones. By contrast, benefits from sequence repetition did not differ between musicians, controls and IDDs, suggesting that online sequence learning is based on a different mechanism. To test this dissociation we recruited, in addition to native Hebrew speakers, native English speakers, matched to the Hebrew-speaking controls. Their spans for high-frequency syllables in Hebrew, which do not have high frequency in English, were small - as expected from reduced exposure to these syllables. Yet, their benefit from sequence repetition was similar to that of the three Hebrew-speaking groups. Taken together, these experiments suggest that different sensitivities to item frequency explain some of the population-related variability in STM tasks. By contrast, benefits from sequence repetition do not depend on item familiarity, and do not differ between groups.
Collapse
Affiliation(s)
- Eva Kimel
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Edmond J. Safra Campus - Givat Ram, Jerusalem, 9190401, Israel.
| | - Atalia Hai Weiss
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel; Department of Communication Disorders, Hadassah Academic College, 37 Hanevi'im St.Jerusalem 9101001, Israel
| | - Hilla Jakoby
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel; Department of Communication Disorders, Hadassah Academic College, 37 Hanevi'im St.Jerusalem 9101001, Israel
| | - Luba Daikhin
- Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Edmond J. Safra Campus - Givat Ram, Jerusalem, 9190401, Israel; Department of Psychology, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel
| |
Collapse
|
18
|
Jaffe-Dax S, Potter C, Leung T, Lew-Williams C, Emberson LL. Memory integration into visual perception in infancy, childhood, and adulthood. COGSCI ... ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY. COGNITIVE SCIENCE SOCIETY (U.S.). CONFERENCE 2020; 2020:3322-3328. [PMID: 34553194 PMCID: PMC8455085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
We compared the influence of prior knowledge on visual perception in infants, children, and adults in order to explore the developmental trajectory by which prior knowledge is integrated with new sensory input. Using an identical task across age groups, we tested how participants' accumulated experience affected their ability to judge the relative saturation levels within a pair of sequentially-presented stimuli. We found that infants and children, relative to adults, showed greater influence of the current observation and reduced influence of memory in their perception. In fact, infants and children outperformed adults in discriminating between different levels of saturation, and their performance was less biased by previously-experienced exemplars. Thus, the development of perceptual integration of memory leads to less precise discrimination in the moment, but allows observers to make use of their prior experience in interpreting a complex sensory environment.
Collapse
Affiliation(s)
- Sagi Jaffe-Dax
- Department of Psychology, Princeton University, Peretsman Scully Hall, Princeton, Princeton, NJ 08540 USA
| | - Christine Potter
- Department of Psychology, Princeton University, Peretsman Scully Hall, Princeton, Princeton, NJ 08540 USA
| | - Tiffany Leung
- Department of Psychology, Stony Brook University, Psychology B Building Stony Brook, NY 11794-2500 USA
| | - Casey Lew-Williams
- Department of Psychology, Princeton University, Peretsman Scully Hall, Princeton, Princeton, NJ 08540 USA
| | - Lauren L Emberson
- Department of Psychology, Princeton University, Peretsman Scully Hall, Princeton, Princeton, NJ 08540 USA
| |
Collapse
|
19
|
Sysoeva OV, Molholm S, Djukic A, Frey HP, Foxe JJ. Atypical processing of tones and phonemes in Rett Syndrome as biomarkers of disease progression. Transl Psychiatry 2020; 10:188. [PMID: 32522978 PMCID: PMC7287060 DOI: 10.1038/s41398-020-00877-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Revised: 05/19/2020] [Accepted: 05/26/2020] [Indexed: 12/27/2022] Open
Abstract
Due to severe motor impairments and the lack of expressive language abilities seen in most patients with Rett Syndrome (RTT), it has proven extremely difficult to obtain accurate measures of auditory processing capabilities in this population. Here, we examined early auditory cortical processing of pure tones and more complex phonemes in females with Rett Syndrome (RTT), by recording high-density auditory evoked potentials (AEP), which allow for objective evaluation of the timing and severity of processing deficits along the auditory processing hierarchy. We compared AEPs of 12 females with RTT to those of 21 typically developing (TD) peers aged 4-21 years, interrogating the first four major components of the AEP (P1: 60-90 ms; N1: 100-130 ms; P2: 135-165 ms; and N2: 245-275 ms). Atypicalities were evident in RTT at the initial stage of processing. Whereas the P1 showed increased amplitude to phonemic inputs relative to tones in TD participants, this modulation by stimulus complexity was absent in RTT. Interestingly, the subsequent N1 did not differ between groups, whereas the following P2 was hugely diminished in RTT, regardless of stimulus complexity. The N2 was similarly smaller in RTT and did not differ as a function of stimulus type. The P2 effect was remarkably robust in differentiating between groups with near perfect separation between the two groups despite the wide age range of our samples. Given this robustness, along with the observation that P2 amplitude was significantly associated with RTT symptom severity, the P2 has the potential to serve as a monitoring, treatment response, or even surrogate endpoint biomarker. Compellingly, the reduction of P2 in patients with RTT mimics findings in animal models of RTT, providing a translational bridge between pre-clinical and human research.
Collapse
Affiliation(s)
- Olga V. Sysoeva
- grid.412750.50000 0004 1936 9166The Cognitive Neurophysiology Laboratory, Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY USA ,grid.240283.f0000 0001 2152 0791The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY USA ,grid.4886.20000 0001 2192 9124The Laboratory of Human Higher Nervous Activity, Institute of Higher Nervous Activity and Neurophysiology, Russian Academy of Sciences, Moscow, Russia
| | - Sophie Molholm
- grid.412750.50000 0004 1936 9166The Cognitive Neurophysiology Laboratory, Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY USA ,grid.240283.f0000 0001 2152 0791The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY USA
| | - Aleksandra Djukic
- grid.240283.f0000 0001 2152 0791The Rett Syndrome Center, Department of Neurology, Montefiore Medical Center & Albert Einstein College of Medicine, Bronx, NY USA
| | - Hans-Peter Frey
- grid.240283.f0000 0001 2152 0791The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY USA
| | - John J. Foxe
- grid.412750.50000 0004 1936 9166The Cognitive Neurophysiology Laboratory, Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY USA ,grid.240283.f0000 0001 2152 0791The Cognitive Neurophysiology Laboratory, Departments of Pediatrics and Neuroscience, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY USA
| |
Collapse
|
20
|
Olasagasti I, Giraud AL. Integrating prediction errors at two time scales permits rapid recalibration of speech sound categories. eLife 2020; 9:44516. [PMID: 32223894 PMCID: PMC7217692 DOI: 10.7554/elife.44516] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 03/17/2020] [Indexed: 01/01/2023] Open
Abstract
Speech perception presumably arises from internal models of how specific sensory features are associated with speech sounds. These features change constantly (e.g. different speakers, articulation modes etc.), and listeners need to recalibrate their internal models by appropriately weighing new versus old evidence. Models of speech recalibration classically ignore this volatility. The effect of volatility in tasks where sensory cues were associated with arbitrary experimenter-defined categories were well described by models that continuously adapt the learning rate while keeping a single representation of the category. Using neurocomputational modelling we show that recalibration of natural speech sound categories is better described by representing the latter at different time scales. We illustrate our proposal by modeling fast recalibration of speech sounds after experiencing the McGurk effect. We propose that working representations of speech categories are driven both by their current environment and their long-term memory representations. People can distinguish words or syllables even though they may sound different with every speaker. This striking ability reflects the fact that our brain is continually modifying the way we recognise and interpret the spoken word based on what we have heard before, by comparing past experience with the most recent one to update expectations. This phenomenon also occurs in the McGurk effect: an auditory illusion in which someone hears one syllable but sees a person saying another syllable and ends up perceiving a third distinct sound. Abstract models, which provide a functional rather than a mechanistic description of what the brain does, can test how humans use expectations and prior knowledge to interpret the information delivered by the senses at any given moment. Olasagasti and Giraud have now built an abstract model of how brains recalibrate perception of natural speech sounds. By fitting the model with existing experimental data using the McGurk effect, the results suggest that, rather than using a single sound representation that is adjusted with each sensory experience, the brain recalibrates sounds at two different timescales. Over and above slow “procedural” learning, the findings show that there is also rapid recalibration of how different sounds are interpreted. This working representation of speech enables adaptation to changing or noisy environments and illustrates that the process is far more dynamic and flexible than previously thought.
Collapse
Affiliation(s)
- Itsaso Olasagasti
- Department of Basic Neuroscience, University of Geneva, Geneva, Switzerland
| | - Anne-Lise Giraud
- Department of Basic Neuroscience, University of Geneva, Geneva, Switzerland
| |
Collapse
|
21
|
de la Garrigue N, Glasser J, Sehatpour P, Iosifescu DV, Dias E, Carlson M, Shope C, Sobeih T, Choo TH, Wall MM, Kegeles LS, Gangwisch J, Mayer M, Brazis S, De Baun HM, Wolfer S, Bermudez D, Arnold M, Rette D, Meftah AM, Conant M, Lieberman JA, Kantrowitz JT. Grant Report on d-Serine Augmentation of Neuroplasticity-Based Auditory Learning in Schizophrenia †. JOURNAL OF PSYCHIATRY AND BRAIN SCIENCE 2020; 5:e200018. [PMID: 32856005 PMCID: PMC7448686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
We report on the rationale and design of an ongoing NIMH sponsored R61-R33 project in schizophrenia/schizoaffective disorder. This project studies augmenting the efficacy of auditory neuroplasticity cognitive remediation (AudRem) with d-serine, an N-methyl-d-aspartate-type glutamate receptor (NMDAR) glycine-site agonist. We operationalize improved (smaller) thresholds in pitch (frequency) between successive auditory stimuli after AudRem as improved plasticity, and mismatch negativity (MMN) and auditory θ as measures of functional target engagement of both NMDAR agonism and plasticity. Previous studies showed that AudRem alone produces significant, but small cognitive improvements, while d-serine alone improves symptoms and MMN. However, the strongest results for plasticity outcomes (improved pitch thresholds, auditory MMN and θ) were found when combining d-serine and AudRem. AudRem improvements correlated with reading and other auditory cognitive tasks, suggesting plasticity improvements are predictive of functionally relevant outcomes. While d-serine appears to be efficacious for acute AudRem enhancement, the optimal dose remains an open question, as does the ability of combined d-serine + AudRem to produce sustained improvement. In the ongoing R61, 45 schizophrenia patients will be randomized to receive three placebo-controlled, double-blind d-serine + AudRem sessions across three separate 15 subject dose cohorts (80/100/120 mg/kg). Successful completion of the R61 is defined by ≥moderate effect size changes in target engagement and correlation with function, without safety issues. During the three-year R33, we will assess the sustained effects of d-serine + AudRem. In addition to testing a potentially viable treatment, this project will develop a methodology to assess the efficacy of novel NMDAR modulators, using d-serine as a "gold-standard".
Collapse
Affiliation(s)
| | - Juliana Glasser
- New York State Psychiatric Institute, New York, NY 10032, USA
| | - Pejman Sehatpour
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA,Nathan Kline Institute, Orangeburg, NY 10962, USA
| | - Dan V. Iosifescu
- Nathan Kline Institute, Orangeburg, NY 10962, USA,NYU Langone Medical Center, New York, NY 10016, USA
| | - Elisa Dias
- Nathan Kline Institute, Orangeburg, NY 10962, USA,NYU Langone Medical Center, New York, NY 10016, USA
| | - Marlene Carlson
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | | | - Tarek Sobeih
- Nathan Kline Institute, Orangeburg, NY 10962, USA
| | - Tse-Hwei Choo
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | - Melanie M. Wall
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | - Lawrence S. Kegeles
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | - James Gangwisch
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | - Megan Mayer
- New York State Psychiatric Institute, New York, NY 10032, USA
| | | | | | | | - Dalton Bermudez
- New York State Psychiatric Institute, New York, NY 10032, USA
| | - Molly Arnold
- Nathan Kline Institute, Orangeburg, NY 10962, USA
| | | | - Amir M. Meftah
- New York State Psychiatric Institute, New York, NY 10032, USA
| | - Melissa Conant
- New York State Psychiatric Institute, New York, NY 10032, USA
| | - Jeffrey A. Lieberman
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA
| | - Joshua T. Kantrowitz
- New York State Psychiatric Institute, New York, NY 10032, USA,Columbia University, College of Physicians and Surgeons, New York, NY 10032, USA,Nathan Kline Institute, Orangeburg, NY 10962, USA,Correspondence: Joshua T. Kantrowitz, ; Tel.: +1-646-774-6738
| |
Collapse
|
22
|
Albouy P, Caclin A, Norman-Haignere SV, Lévêque Y, Peretz I, Tillmann B, Zatorre RJ. Decoding Task-Related Functional Brain Imaging Data to Identify Developmental Disorders: The Case of Congenital Amusia. Front Neurosci 2019; 13:1165. [PMID: 31736698 PMCID: PMC6831619 DOI: 10.3389/fnins.2019.01165] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Accepted: 10/15/2019] [Indexed: 11/13/2022] Open
Abstract
Machine learning classification techniques are frequently applied to structural and resting-state fMRI data to identify brain-based biomarkers for developmental disorders. However, task-related fMRI has rarely been used as a diagnostic tool. Here, we used structural MRI, resting-state connectivity and task-based fMRI data to detect congenital amusia, a pitch-specific developmental disorder. All approaches discriminated amusics from controls in meaningful brain networks at similar levels of accuracy. Interestingly, the classifier outcome was specific to deficit-related neural circuits, as the group classification failed for fMRI data acquired during a verbal task for which amusics were unimpaired. Most importantly, classifier outputs of task-related fMRI data predicted individual behavioral performance on an independent pitch-based task, while this relationship was not observed for structural or resting-state data. These results suggest that task-related imaging data can potentially be used as a powerful diagnostic tool to identify developmental disorders as they allow for the prediction of symptom severity.
Collapse
Affiliation(s)
- Philippe Albouy
- Cognitive Neuroscience Unit, Montreal Neurological Institute, McGill University, Montreal, QC, Canada.,International Laboratory for Brain, Music and Sound Research, Montreal, QC, Canada
| | - Anne Caclin
- INSERM, U1028, CNRS, UMR 5292, Lyon Neuroscience Research Center, Brain Dynamics and Cognition Team, Lyon, France.,University Lyon 1, Lyon, France
| | - Sam V Norman-Haignere
- Zuckerman Institute of Mind, Brain and Behavior, Columbia University, New York, NY, United States.,CNRS, Laboratoire des Sytèmes Perceptifs, Département d'Études Cognitives, ENS, PSL University, Paris, France
| | - Yohana Lévêque
- University Lyon 1, Lyon, France.,CNRS, UMR 5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Lyon, France
| | - Isabelle Peretz
- International Laboratory for Brain, Music and Sound Research, Montreal, QC, Canada
| | - Barbara Tillmann
- University Lyon 1, Lyon, France.,CNRS, UMR 5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Lyon, France
| | - Robert J Zatorre
- Cognitive Neuroscience Unit, Montreal Neurological Institute, McGill University, Montreal, QC, Canada.,International Laboratory for Brain, Music and Sound Research, Montreal, QC, Canada
| |
Collapse
|
23
|
Kahta S, Schiff R. Deficits in statistical leaning of auditory sequences among adults with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:142-157. [PMID: 31006948 DOI: 10.1002/dys.1618] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2018] [Revised: 03/13/2019] [Accepted: 03/27/2019] [Indexed: 05/14/2023]
Abstract
Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A-AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL abilities among adults with DD using a nonlinguistic auditory task, because evidence suggests that SL is affected by the modality of stimuli. Forty-eight (21 DD and 27 typically developed [TD]) adults participated in two A-AGL tasks: implicit and explicit. The results showed a significant difference between the groups, as TD readers outperformed adults with DD. This difference in performance supports the SL deficit hypothesis among adults with dyslexia, although the causal relations between auditory SL and reading still require further examination. In addition, no difference was found between the implicit and explicit tasks, suggesting that unlike the visual AGL, participants with DD do not benefit from elevating attentional resources during A-AGL.
Collapse
Affiliation(s)
- Shani Kahta
- Learning Disabilities Studies MA Program, Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat GAN, Israel
| | - Rachel Schiff
- Learning Disabilities Studies MA Program, Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat GAN, Israel
| |
Collapse
|
24
|
Lieder I, Adam V, Frenkel O, Jaffe-Dax S, Sahani M, Ahissar M. Perceptual bias reveals slow-updating in autism and fast-forgetting in dyslexia. Nat Neurosci 2019; 22:256-264. [DOI: 10.1038/s41593-018-0308-9] [Citation(s) in RCA: 85] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Accepted: 11/29/2018] [Indexed: 12/22/2022]
|
25
|
Ellinghaus R, Gick M, Ulrich R, Bausenhart KM. Decay of internal reference information in duration discrimination: Intertrial interval modulates the Type B effect. Q J Exp Psychol (Hove) 2018; 72:1578-1586. [PMID: 30282525 DOI: 10.1177/1747021818808187] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Psychophysical evidence suggests that human perception of a stimulus is assimilated towards previous stimuli. The internal reference model (IRM) explains such assimilation through an internal reference (IR), which integrates past and present stimulus representations and thus might be conceived as a form of perceptual memory. In this study, we investigated whether the IR decays with time, as previously shown for perceptual memory representations in general. One specific prediction of IRM is higher discrimination sensitivity when a constant standard precedes rather than follows a variable comparison in a two-alternative forced-choice (2AFC) discrimination task. Furthermore, the magnitude of this so-called negative Type B effect should decrease with decreasing weighting of past stimulus information in the integration process. Therefore, decay of the IR should result in a reduced Type B effect. To examine this prediction, we carried out a 2AFC duration discrimination experiment with a short (1,600 ms) and a long (3,200 ms) intertrial interval (ITI). As expected, a reduced negative Type B effect was observed at the long compared with the short ITI, consistent with the idea that humans rely on the immediate past when evaluating current sensory input, however, less so when the IR incorporating the perceptual short-term memory representation of these past stimuli has already decayed.
Collapse
Affiliation(s)
- Ruben Ellinghaus
- Department of Psychology, University of Tübingen, Tübingen, Germany
| | - Mareike Gick
- Department of Psychology, University of Tübingen, Tübingen, Germany
| | - Rolf Ulrich
- Department of Psychology, University of Tübingen, Tübingen, Germany
| | | |
Collapse
|
26
|
Growing a social brain. Nat Hum Behav 2018; 2:624-636. [PMID: 31346259 DOI: 10.1038/s41562-018-0384-6] [Citation(s) in RCA: 131] [Impact Index Per Article: 21.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Revised: 06/12/2018] [Accepted: 06/19/2018] [Indexed: 12/20/2022]
Abstract
It has long been assumed that social animals, such as humans, are born with a brain system that has evolved to support social affiliation. However, the evidence does not necessarily support this assumption. Alternatively, social animals can be defined as those who cannot survive alone and rely on members from their group to regulate their ongoing physiology (or allostasis). The rather simple evolutionary constraint of social dependency for survival can be sufficient to make the social environment vitally salient, and to provide the ultimate driving force for socially crafted brain development and learning. In this Perspective, we propose a framework for sociality and specify a set of hypotheses on the mechanisms of social development and underlying neural systems. The theoretical shift proposed here implies that profound human characteristics, including but not limited to sociality, are acquired at an early age, while social interactions provide key wiring instructions that determine brain development.
Collapse
|
27
|
Jones MW, Kuipers JR, Nugent S, Miley A, Oppenheim G. Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers. Cognition 2018; 177:214-225. [DOI: 10.1016/j.cognition.2018.04.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Revised: 04/10/2018] [Accepted: 04/10/2018] [Indexed: 12/23/2022]
|
28
|
Jaffe-Dax S, Kimel E, Ahissar M. Shorter cortical adaptation in dyslexia is broadly distributed in the superior temporal lobe and includes the primary auditory cortex. eLife 2018; 7:30018. [PMID: 29488880 PMCID: PMC5860871 DOI: 10.7554/elife.30018] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Accepted: 02/27/2018] [Indexed: 12/25/2022] Open
Abstract
Studies of the performance of individuals with dyslexia in perceptual tasks suggest that their implicit inference of sound statistics is impaired. Previously, using two-tone frequency discrimination, we found that the effect of previous trials' frequencies on the judgments of individuals with dyslexia decays faster than the effect on controls' judgments, and that the adaptation (decrease of neural response to repeated stimuli) of their ERP responses to tones is shorter (Jaffe-Dax et al., 2017). Here, we show the cortical distribution of these abnormal dynamics of adaptation using fast-acquisition fMRI. We find that faster decay of adaptation in dyslexia is widespread, although the most significant effects are found in the left superior temporal lobe, including the auditory cortex. This broad distribution suggests that the faster decay of implicit memory of individuals with dyslexia is a general characteristic of their cortical dynamics, which also affects sensory cortices.
Collapse
Affiliation(s)
- Sagi Jaffe-Dax
- Department of Psychology, Princeton University, Princeton, United States
| | - Eva Kimel
- The Edmond and Lily Safra Center for Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, Hebrew University of Jerusalem, Jerusalem, Israel.,Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel
| |
Collapse
|
29
|
Guidi LG, Mattley J, Martinez-Garay I, Monaco AP, Linden JF, Velayos-Baeza A, Molnár Z. Knockout Mice for Dyslexia Susceptibility Gene Homologs KIAA0319 and KIAA0319L have Unaffected Neuronal Migration but Display Abnormal Auditory Processing. Cereb Cortex 2017; 27:5831-5845. [PMID: 29045729 PMCID: PMC5939205 DOI: 10.1093/cercor/bhx269] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
Developmental dyslexia is a neurodevelopmental disorder that affects reading ability caused by genetic and non-genetic factors. Amongst the susceptibility genes identified to date, KIAA0319 is a prime candidate. RNA-interference experiments in rats suggested its involvement in cortical migration but we could not confirm these findings in Kiaa0319-mutant mice. Given its homologous gene Kiaa0319L (AU040320) has also been proposed to play a role in neuronal migration, we interrogated whether absence of AU040320 alone or together with KIAA0319 affects migration in the developing brain. Analyses of AU040320 and double Kiaa0319;AU040320 knockouts (dKO) revealed no evidence for impaired cortical lamination, neuronal migration, neurogenesis or other anatomical abnormalities. However, dKO mice displayed an auditory deficit in a behavioral gap-in-noise detection task. In addition, recordings of click-evoked auditory brainstem responses revealed suprathreshold deficits in wave III amplitude in AU040320-KO mice, and more general deficits in dKOs. These findings suggest that absence of AU040320 disrupts firing and/or synchrony of activity in the auditory brainstem, while loss of both proteins might affect both peripheral and central auditory function. Overall, these results stand against the proposed role of KIAA0319 and AU040320 in neuronal migration and outline their relationship with deficits in the auditory system.
Collapse
Affiliation(s)
- Luiz G Guidi
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, UK
| | - Jane Mattley
- Ear Institute, University College London, London WC1X 8EE, UK
| | - Isabel Martinez-Garay
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
| | - Anthony P Monaco
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, UK
- Current address: Office of the President, Ballou Hall, Tufts University, Medford, MA 02155, USA
| | - Jennifer F Linden
- Ear Institute, University College London, London WC1X 8EE, UK
- Department of Neuroscience, Physiology & Pharmacology, University College London, London WC1E 6BT, UK
| | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and Genetics, University of Oxford, Oxford OX1 3QX, UK
| |
Collapse
|