Early Phase Of Learning Research Articles

Sparse representation of neurons for encoding complex sounds in the auditory cortex

Listening in complex sound environments requires rapid segregation of different sound sources, e.g., having a conversation with multiple speakers or other environmental sounds. Efficient processing requires fast encoding of inputs to adapt to target sounds and identify relevant information from past experiences. This adaptation process represents an early phase of implicit learning of the sound statistics to form auditory memory. The auditory cortex (ACtx) plays a crucial role in this implicit learning process, but the underlying circuits are unknown. In awake mice, we recorded neuronal responses in different ACtx subfields using in vivo 2-photon imaging of excitatory and inhibitory (parvalbumin; PV) neurons. We used a paradigm adapted from human studies that induced rapid implicit learning from passively presented complex sounds and imaged A1 Layer 4 (L4), A1 L2/3, and A2 L2/3. In this paradigm, a frozen spectro-temporally complex ‘Target’ sound randomly re-occurred within a stream of other random complex sounds. All ACtx subregions contained distinct groups of cells specifically responsive to complex acoustic sequences, indicating that even thalamocortical input layers (A1 L4) respond to complex sounds. Subgroups of excitatory and inhibitory cells in all subfields showed decreased responses for re-occurring Target sounds, indicating that ACtx is highly involved in the early implicit learning phase. At the population level, activity was more decorrelated to Target sounds independent of the duration of frozen token, subregions, and cell type. These findings suggest that ACtx and its input layers contribute to the early phase of auditory memory for complex sounds, suggesting a parallel strategy across ACtx areas and between excitatory and inhibitory neurons.

Neurophysiological evidence of sensory prediction errors driving speech sensorimotor adaptation.

The human sensorimotor system has a remarkable ability to quickly and efficiently learn movements from sensory experience. A prominent example is sensorimotor adaptation, learning that characterizes the sensorimotor system's response to persistent sensory errors by adjusting future movements to compensate for those errors. Despite being essential for maintaining and fine-tuning motor control, mechanisms underlying sensorimotor adaptation remain unclear. A component of sensorimotor adaptation is implicit (i.e., the learner is unaware of the learning process) which has been suggested to result from sensory prediction errors-the discrepancies between predicted sensory consequences of motor commands and actual sensory feedback. However, to date no direct neurophysiological evidence that sensory prediction errors drive adaptation has been demonstrated. Here, we examined prediction errors via magnetoencephalography (MEG) imaging of the auditory cortex (n = 34) during sensorimotor adaptation of speech to altered auditory feedback, an entirely implicit adaptation task. Specifically, we measured how speaking-induced suppression (SIS)--a neural representation of auditory prediction errors--changed over the trials of the adaptation experiment. SIS refers to the suppression of auditory cortical response to speech onset (in particular, the M100 response) to self-produced speech when compared to the response to passive listening to identical playback of that speech. SIS was reduced (reflecting larger prediction errors) during the early learning phase compared to the initial unaltered feedback phase. Furthermore, reduction in SIS positively correlated with behavioral adaptation extents, suggesting that larger prediction errors were associated with more learning. In contrast, such a reduction in SIS was not found in a control experiment in which participants heard unaltered feedback and thus did not adapt. In addition, in some participants who reached a plateau in the late learning phase, SIS increased (reflecting smaller prediction errors), demonstrating that prediction errors were minimal when there was no further adaptation. Together, these findings provide the first neurophysiological evidence for the hypothesis that prediction errors drive human sensorimotor adaptation.

Unveiling individuality in the early phase of motor learning: a machine learning approach for analysing weightlifting technique in novices.

Despite the growing body of evidence highlighting the individuality in movement techniques, predominant models of motor learning, particularly during the acquisition phase, continue to emphasise generalised, person-independent approaches. Biomechanical studies, coupled with machine learning approaches, have demonstrated the uniqueness of movement techniques exhibited by individuals. However, this evidence predominantly pertains to already stabilised movement techniques, particularly evident in cyclic daily activities such as walking, running, or cycling, as well as in expert-level sports movements. This study aims to evaluate the hypothesis of individuality in whole-body movements necessitating intricate coordination and strength among novice participants at the very beginning of an acquisition phase. In a within-subject design, sixteen highly active male participants (mean age: 23.1 ± 2.1 years), all absolute novices in the learning task (i.e., power snatch of Olympic weightlifting), participated in randomised snatch learning bouts. These bouts comprised 36 trials across various motor learning models: differential learning contextual interference (serial, sCIL; and blocked, bCIL), and repetitive learning. Kinematic and kinetic data were collected from three standardised snatch trials performed following each motor learning model bout. The time-continuous data were input to a linear Support Vector Machine (SVM). We conducted analyses on two classification tasks: participant and motor learning model. The Support Vector Machine classification revealed a notably superior participant classification compared to the motor learning model classification, with an averaged prediction accuracy of 78% (in average ≈35 out of 45 test trials across the folds) versus 27.3% (in average ≈9 out of 36 test trials across the folds). In specific fold and input combinations, accuracies of 91% versus 38% were respectively achieved. Methodically, the crucial role of selecting appropriate data pre-processing methods and identifying the optimal combinations of SVM data inputs is discussed in the context of future research. Our findings provide initial support for a dominance of individuality over motor learning models in movement techniques during the early phase of acquisition in Olympic weightlifting power snatch.

Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents

AbstractThis study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.

Task-Specific Rapid Auditory Perceptual Learning in Adult Cochlear Implant Recipients: What Could It Mean for Speech Recognition.

Speech recognition in cochlear implant (CI) recipients is quite variable, particularly in challenging listening conditions. Demographic, audiological, and cognitive factors explain some, but not all, of this variance. The literature suggests that rapid auditory perceptual learning explains unique variance in speech recognition in listeners with normal hearing and those with hearing loss. The present study focuses on the early adaptation phase of task-specific rapid auditory perceptual learning. It investigates whether adult CI recipients exhibit this learning and, if so, whether it accounts for portions of the variance in their recognition of fast speech and speech in noise. Thirty-six adult CI recipients (ages = 35 to 77, M = 55) completed a battery of general speech recognition tests (sentences in speech-shaped noise, four-talker babble noise, and natural-fast speech), cognitive measures (vocabulary, working memory, attention, and verbal processing speed), and a rapid auditory perceptual learning task with time-compressed speech. Accuracy in the general speech recognition tasks was modeled with a series of generalized mixed models that accounted for demographic, audiological, and cognitive factors before accounting for the contribution of task-specific rapid auditory perceptual learning of time-compressed speech. Most CI recipients exhibited early task-specific rapid auditory perceptual learning of time-compressed speech within the course of the first 20 sentences. This early task-specific rapid auditory perceptual learning had unique contribution to the recognition of natural-fast speech in quiet and speech in noise, although the contribution to natural-fast speech may reflect the rapid learning that occurred in this task. When accounting for demographic and cognitive characteristics, an increase of 1 SD in the early task-specific rapid auditory perceptual learning rate was associated with ~52% increase in the odds of correctly recognizing natural-fast speech in quiet, and ~19% to 28% in the odds of correctly recognizing the different types of speech in noise. Age, vocabulary, attention, and verbal processing speed also had unique contributions to general speech recognition. However, their contribution varied between the different general speech recognition tests. Consistent with previous findings in other populations, in CI recipients, early task-specific rapid auditory perceptual, learning also accounts for some of the individual differences in the recognition of speech in noise and natural-fast speech in quiet. Thus, across populations, the early rapid adaptation phase of task-specific rapid auditory perceptual learning might serve as a skill that supports speech recognition in various adverse conditions. In CI users, the ability to rapidly adapt to ongoing acoustical challenges may be one of the factors associated with good CI outcomes. Overall, CI recipients with higher cognitive resources and faster rapid learning rates had better speech recognition.

Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study

AbstractWhat is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.

Hybrid knowledge transfer for MARL based on action advising and experience sharing.

Multiagent Reinforcement Learning (MARL) has been well adopted due to its exceptional ability to solve multiagent decision-making problems. To further enhance learning efficiency, knowledge transfer algorithms have been developed, among which experience-sharing-based and action-advising-based transfer strategies share the mainstream. However, it is notable that, although there exist many successful applications of both strategies, they are not flawless. For the long-developed action-advising-based methods (namely KT-AA, short for knowledge transfer based on action advising), their data efficiency and scalability are not satisfactory. As for the newly proposed experience-sharing-based knowledge transfer methods (KT-ES), although the shortcomings of KT-AA have been partially overcome, they are incompetent to correct specific bad decisions in the later learning stage. To leverage the superiority of both KT-AA and KT-ES, this study proposes KT-Hybrid, a hybrid knowledge transfer approach. In the early learning phase, KT-ES methods are employed, expecting better data efficiency from KT-ES to enhance the policy to a basic level as soon as possible. Later, we focus on correcting specific errors made by the basic policy, trying to use KT-AA methods to further improve the performance. Simulations demonstrate that the proposed KT-Hybrid outperforms well-received action-advising- and experience-sharing-based methods.

Brit cigány és traveller mesék és felhasználásuk a nyelvoktatásban

Integrating authentic folk tales into the curriculum has long been a popular method in language teaching. The motivational power, vocabulary, and context of folk tales contribute to the process of natural language acquisition already in the early phase of language learning – even if we only use traditional oral storytelling as a tool, or else if the stories are processed and dramatized by the students, perhaps if we develop “ready-to-use” curriculum from its rich linguistic content. The cultural content of fairy tales is useful spiritual food for all ages and is the basic element of a holistic approach. The essay summarizes the position of the literature on the possibilities of using folk tales in foreign language learning, looks into the history of the British Traveller and Roma communities, their relationship to storytelling, and the typology of folk tales. We randomly selected a few stories from famous British folklorists’ collections to see if they can be used in language classes.

Learning to read ancient Greek at school: where ancient language learning meets contemporary behaviourism

In this paper, an existing behavioral intervention designed to facilitate the acquisition of, among others, reading skills, known as Technology of Teaching (Berens, 2020) is introduced and applied to the acquisition of phonemic decoding of ancient Greek graphemes in the context of the early phases of ancient Greek learning during the first year of Liceo classico (the Italian high school were both Greek and Latin are studied). The Technology of Teaching is mainly based on Precision Teaching and, as such, on the use of the Standard Celeration Chart, whose application to Greek learning will be detailed in these pages.

Graph theoretical analysis demonstrates associations among cortical network segregation, β‐amyloid status, and reward‐based learning in older age

AbstractBackgroundAs humans age, brain networks supporting cognition show alterations in functional connectivity patterns consistent with network dedifferentiation. Here we examined the extent to which Alzheimer’s disease (AD)‐related β‐amyloid (Aβ) pathology exacerbates functional dedifferentiation in aging and is associated with reduced probabilistic reward‐based learning.Method27 young and 47 cognitively normal older adults underwent 3T functional magnetic resonance imaging (MRI) while performing a novel probabilistic learning task. The task required participants to learn the identity of real‐estate agents as “winning,” “losing,” or “break‐even” based on their success in selling houses for a profit. We used graph theoretical analysis and applied 400 regions of interest to identify age‐related changes in functional brain networks during early and late learning phases in the task. Older adults were characterized as Aβ‐ (n = 34) or Aβ+ (n = 13) using [11C]Pittsburgh Compound‐B positron emission tomography. Analyses focused on the two graph theory measures commonly linked to dedifferentiation (i.e. loss of segregation): clustering coefficient and modularity.ResultsYoung adults showed better learning performance, followed by Aβ‐ older adults and then Aβ+ older adults, but there was no significant age difference between young and Aβ‐ older adults (Fig. 1). Young adults also showed a higher clustering coefficient, which indicates greater network segregation, followed by Aβ‐ older adults and then Aβ+ older adults (Fig. 2A and 2B). Considering the learning phase, we found differences between the young and both Aβ‐ and Aβ+ older adults in the early learning phase (Fig. 2A), and differences between young and only Aβ+ older adults in the late learning phase (Fig. 2B). Analyses of modularity showed similar patterns of results, though the main effect of group was not significant (Fig. 2C and 2D). There was an interaction between network segregation and group to predict learning performance. Only Aβ‐ older adults with higher network segregation exhibited better learning performance (Fig. 3).ConclusionThese findings indicate Aβ is associated with functional network dedifferentiation and poorer learning performance. For Aβ‐ older adults, successful maintenance of brain network segregation may underlie the preservation of “youth‐like” cognitive performance.

Transcranial alternating current stimulation does not affect microscale learning

A theory has been posited that microscale learning, which involves short intervals of a few seconds during explicit motor skill learning, considerably enhances performance. This phenomenon correlates with diminished beta-band activity in the frontal and parietal regions. However, there is a lack of neurophysiological studies regarding the relationship between microscale learning and implicit motor skill learning. In the present study, we aimed to determine the effects of transcranial alternating current stimulation (tACS) during short rest periods on microscale learning in an implicit motor task. We investigated the effects of 20-Hz β-tACS delivered during short rest periods while participants performed an implicit motor task. In Experiments 1 and 2, β-tACS targeted the right dorsolateral prefrontal cortex and the right frontoparietal network, respectively. The participants performed a finger-tapping task using their nondominant left hand, and microscale learning was separately analyzed for micro-online gains (MOnGs) and micro-offline gains (MOffGs). Contrary to our expectations, β-tACS exhibited no statistically significant effects on MOnGs or MOffGs in either Experiment 1 or Experiment 2. In addition, microscale learning during the performance of the implicit motor task was improved by MOffGs in the early learning phase and by MOnGs in the late learning phase. These results revealed that the stimulation protocol employed in this study did not affect microscale learning, indicating a novel aspect of microscale learning in implicit motor tasks. This is the first study to examine microscale learning in implicit motor tasks and may provide baseline information that will be useful in future studies.

Introducing a novice surgeon to an experienced robotic gynaecological oncology team: An observational cohort study on the impact of a structured curriculum on outcomes of cervical cancer surgery

ObjectiveTo evaluate the effect on patient outcomes when introducing a novice robotic surgeon, trained in accordance with a structured learning curriculum, to an experienced robotic surgery team treating cervical cancer patients. MethodsPatients with early-stage cervical cancer who were treated with primary robot-assisted surgery between 2007 and 2019 were retrospectively included. In addition to the 165 patients included in a former analysis, we included a further 61 consecutively treated patients and divided all 226 patients over three groups: early learning phase of 61 procedures without structured training (group 1), experienced phase of 104 procedures (group 2), and the 61 procedures during introduction of a novice with structured training (group 3). Risk-adjusted cumulative sum (RA-CUSUM) analysis was performed to assess the learning curve effect. Patient outcomes between the groups were compared. ResultsBased on RA-CUSUM analysis, no learning curve effect was observed for group 3. Regarding surgical outcomes, mean operation time in group 3 was significantly shorter than group 1 (p < 0.001) and similar to group 2 (p = 0.96). Proportions of intraoperative and postoperative adverse events in group 3 were not significantly different from the experienced group (group 2). Regarding oncological outcomes, the 5-year disease-free survival, disease-specific survival, and overall survival in group 3 were not significantly different from the experienced group. ConclusionsIntroducing a novice robotic surgeon, who was trained in accordance with a structured learning curriculum, resulted in similar patient outcomes as by experienced surgeons suggesting novices can progress through a learning phase without compromising outcomes of cervical cancer patients.

Whole-brain mapping of long-range inputs to the VIP-expressing inhibitory neurons in the primary motor cortex.

The primary motor cortex (MOp) is an important site for motor skill learning. Interestingly, neurons in MOp possess reward-related activity, presumably to facilitate reward-based motor learning. While pyramidal neurons (PNs) and different subtypes of GABAergic inhibitory interneurons (INs) in MOp all undergo cell-type specific plastic changes during motor learning, the vasoactive intestinal peptide-expressing inhibitory interneurons (VIP-INs) in MOp have been shown to preferentially respond to reward and play a critical role in the early phases of motor learning by triggering local circuit plasticity. To understand how VIP-INs might integrate various streams of information, such as sensory, pre-motor, and reward-related inputs, to regulate local plasticity in MOp, we performed monosynaptic rabies tracing experiments and employed an automated cell counting pipeline to generate a comprehensive map of brain-wide inputs to VIP-INs in MOp. We then compared this input profile to the brain-wide inputs to somatostatin-expressing inhibitory interneurons (SST-INs) and parvalbumin-expressing inhibitory interneurons (PV-INs) in MOp. We found that while all cell types received major inputs from sensory, motor, and prefrontal cortical regions, as well as from various thalamic nuclei, VIP-INs received more inputs from the orbital frontal cortex (ORB) - a region associated with reinforcement learning and value predictions. Our findings provide insight on how the brain leverages microcircuit motifs by both integrating and partitioning different streams of long-range input to modulate local circuit activity and plasticity.

Hippocampal integration and separation processes with different temporal and spatial dynamics during learning for associative memory.

The hippocampus is known to be critically involved in associative memory formation. However, the role of the hippocampus during the learning of associative memory is still controversial;while the hippocampus is considered to play a critical role in the integration of related stimuli, numerous studies also suggest a role of the hippocampus in the separation of different memory traces for rapid learning. Here, we employed an associative learning paradigm consisting of repeated learning cycles. By tracking the changes in the hippocampal representations of associated stimuli on a cycle-by-cycle basis as learning progressed, we show that both integration and separation processes occur in the hippocampus with different temporal dynamics. We found that the degree of shared representations for associated stimuli decreased significantly during the early phase of learning, whereas it increased during the later phase of learning. Remarkably, these dynamic temporal changes were observed only for stimulus pairs remembered 1 day or 4 weeks after learning, but not for forgotten pairs. Further, the integration process during learning was prominent in the anterior hippocampus, while the separation process was obvious in the posterior hippocampus. These results demonstrate temporally and spatially dynamic hippocampal processing during learning that can lead to the maintenance of associative memory.

Learning to Integrate an Artificial Sensory Device: How Bayesian Integration May Lead to Nonoptimal Perception

This study examines how artificial tactile stimulation from a novel noninvasive sensory device is learned and integrated with information from the visual sensory system. In our experiment, visual direction information was paired with reliable symbolic tactile information. Over several training blocks, discrimination performance in unimodal tactile test trials and participants’ confidence in their decision improved, indicating that participants could associate the visual and tactile information consciously and thus, learned the meaning of the symbolic tactile cues. Our results showed that information from both modalities is integrated during the early learning phase. Even though this integration is consistent with a Bayesian integration model, under certain conditions, it may even lead to nonoptimal perception such that participants’ performance is worse than if they were using only a single cue. Furthermore, we showed that a confidence-based Bayesian integration explains the observed behavioral data better than the classical variance-based Bayesian integration. The present study demonstrates that humans can consciously learn and integrate an artificial sensory device providing symbolic tactile information. We also shed light on how Bayesian integration can lead to nonoptimal perception by providing additional models and simulations. Our finding connects the field of multisensory integration to the development of sensory substitution systems.

A Decade of Robotic-Assisted Radical Nephrectomy with Inferior Vena Cava Thrombectomy: A Systematic Review and Meta-Analysis of Perioperative Outcomes.

Open radical nephrectomy with inferior vena cava thrombectomy (O-CT) is standard management for renal cell carcinoma with inferior vena cava thrombus. First reported a decade ago, robotic-assisted radical nephrectomy with inferior vena cava thrombectomy (R-CT) is a minimally invasive option for this disease. We aimed to perform a systematic review to assess the safety and feasibility of R-CT in terms of perioperative outcomes and compare the outcomes between R-CT and O-CT. The PubMed®, Scopus®, Cochrane Central Register of Controlled Trials and Web of ScienceTM databases were searched using the free-text and MeSH terms "renal cell carcinoma," "inferior vena cava," "thrombosis" or "thrombus," "robot" and "thrombectomy." Studies reporting perioperative outcomes of R-CT and studies comparing R-CT with O-CT were included. The review was done in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The search retrieved 28 articles describing R-CT, including 7 comparative studies. This systematic review included 1,375 patients, out of which 329 patients were in single-arm studies and 1,046 patients were in comparative studies. Of the 329 patients who underwent R-CT, 14.7% were level I, 60.9% level II, 20.4% level III and 2.5% level IV thrombus. Operative time ranged from 150 to 530 minutes; blood transfusion was administered in 38.2% (126). The overall complication rate was 30.3% (99). R-CT, in comparison to O-CT, was associated with a lower blood transfusion rate (18.4% vs 64.3%, p=0.002) and a lower complication rate (14.5% vs 36.7%, p=0.005). Major complication and 30-day mortality rates were similar in both groups. R-CT has acceptable perioperative outcomes in carefully selected patients. Compared with O-CT, R-CT is associated with a lower blood transfusion rate and fewer overall complications. In experienced hands with carefully selected patients, R-CT is feasible and safe, with acceptable outcomes; however, selection bias limits definitive inference of these results, and optimal patient selection criteria remain to be described.

Age-related enhancement in visuomotor learning by a dual-task

Many daily activities require performance of multiple tasks integrating cognitive and motor processes. While the fact that both processes go through deterioration and changes with aging has been generally accepted, not much is known about how aging interacts with stages of motor skill acquisition under a cognitively demanding situation. To address this question, we combined a visuomotor adaptation task with a secondary cognitive task. We made two primary findings beyond the expected age-related performance deterioration. First, while young adults showed classical dual-task cost in the early motor learning phase dominated by explicit processes, older adults instead strikingly displayed enhanced performance in the later stage, dominated by implicit processes. For older adults, the secondary task may have facilitated a shift to their relatively intact implicit learning processes that reduced reliance on their already-deficient explicit processes during visuomotor adaptation. Second, we demonstrated that consistently performing the secondary task in learning and re-learning phases can operate as an internal task-context and facilitate visuomotor memory retrieval later regardless of age groups. Therefore, our study demonstrated age-related similarities and differences in integrating concurrent cognitive load with motor skill acquisition which, may in turn, contributes to the understanding of a shift in balance across multiple systems.

Brain-spinal cord interaction in long-term motor sequence learning in human: An fMRI study

The spinal cord is important for sensory guidance and execution of skilled movements. Yet its role in human motor learning is not well understood. Despite evidence revealing an active involvement of spinal circuits in the early phase of motor learning, whether long-term learning engages similar changes in spinal cord activation and functional connectivity remains unknown. Here, we investigated spinal-cerebral functional plasticity associated with learning of a specific sequence of visually-guided joystick movements (sequence task) over six days of training. On the first and last training days, we acquired high-resolution functional images of the brain and cervical cord simultaneously, while participants practiced the sequence or a random task while electromyography was recorded from wrist muscles. After six days of training, the subjects' motor performance improved in the sequence compared to the control condition. These behavioral changes were associated with decreased co-contractions and increased reciprocal activations between antagonist wrist muscles. Importantly, early learning was characterized by activation in the C8 level, whereas a more rostral activation in the C6-C7 was found during the later learning phase. Motor sequence learning was also supported by increased spinal cord functional connectivity with distinct brain networks, including the motor cortex, superior parietal lobule, and the cerebellum at the early stage, and the angular gyrus and cerebellum at a later stage of learning. Our results suggest that the early vs. late shift in spinal activation from caudal to rostral cervical segments synchronized with distinct brain networks, including parietal and cerebellar regions, is related to progressive changes reflecting the increasing fine control of wrist muscles during motor sequence learning.

Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia

Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable diversity in the underlying causes of this reading difficulty. Specifically, the relationship between phonology, derivational morphology, and dyslexia in the Finnish language remains unclear. In the present study, we used magnetoencephalography (MEG) to measure the brain responses to correctly and incorrectly derived Finnish nouns in 34 first grade Finnish children (21 typically developing and 13 with familial risk for dyslexia). In addition, we compared longitudinally the morphological information processing of 27 children (16 typically developing and 11 at-risk for dyslexia) first at pre-school age and then at first grade age. The task consisted of 108 pairs of sentences, including a verb and its root with the derivational suffix/-jA/. Correctly and incorrectly derived forms were presented both as real words and pseudowords. The incorrectly derived nouns contained a morpho-phonological violation in the last vowel of the noun before the derivational suffix. The brain activation of the typically developing children in response to morphological information processing showed sensitivity to the morphologically correct vs. incorrect contrast only in the cases of the real words. Children at-risk for dyslexia showed sensitivity to the morphological information processing both for real words and pseudowords. However, no significant differences between the groups emerged either for the correct vs. incorrect morphological contrast or for the correctly and incorrectly derived forms separately. Interestingly, in our previous study, cluster-based permutation tests showed significant developmental behavioral and brain differences between the children at pre-school age and at first-grade age in the morphological information processing of real words and pseudowords. Our results indicate the important role of derivational morphology in the early phases of learning to read. • We examined morphological information processing in first grade children with and without risk for dyslexia with MEG. • The brain activity of the children without risk showed sensitivity to morphological information only for real nouns. • The children at-risk showed similar activity with typically developing children for real derived nouns and pseudo nouns. • No between group differences were found for the processing of the correct vs. incorrect nouns and pseudo nouns. • Significant developmental differences were found between ages, but no differences were found between groups.

Theta:gamma phase coupling and evoked gamma activity reflect the fidelity of mental templates during memory matching in visual perception.

Top-down predictions of future events shaped by prior experience are an important control mechanism to allocate limited attentional resources more efficiently and are thought to be implemented as mental templates stored in memory. Increased evoked gamma activity and theta:gamma phase-phase coupling over parieto-occipital areas have previously been observed when mental templates meet matching visual stimuli. Here, we investigated how these signatures evolve during the formation of new mental templates and how they relate to the fidelity of such. Based on single-trial feedback, participants learned to classify target shapes as matching or mismatching with preceding cue sequences. In the end of the experiment, they were asked to freely reproduce targets as means of template fidelity. We observed fidelity-dependent increments of matching-related gamma phase locking and theta:gamma phase coupling in early visual areas around 100-200-ms poststimulus over time. Theta:gamma phase synchronization and evoked gamma activity might serve as complementary signatures of memory matching in visual perception; theta:gamma phase synchronization seemingly most important in early phases of learning and evoked gamma activity being essential for transition of mental templates into long-term memory.