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Vescovo E, Cardellicchio P, Tomassini A, Fadiga L, D'Ausilio A. Excitatory/inhibitory motor balance reflects individual differences during joint action coordination. Eur J Neurosci 2024; 59:3403-3421. [PMID: 38666628 DOI: 10.1111/ejn.16365] [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: 11/03/2023] [Revised: 03/07/2024] [Accepted: 04/06/2024] [Indexed: 06/15/2024]
Abstract
Joint action (JA) is a continuous process of motor co-regulation based on the integration of contextual (top-down) and kinematic (bottom-up) cues from partners. The fine equilibrium between excitation and inhibition in sensorimotor circuits is, thus, central to such a dynamic process of action selection and execution. In a bimanual task adapted to become a unimanual JA task, the participant held a bottle (JA), while a confederate had to reach and unscrew either that bottle or another stabilized by a mechanical clamp (No_JA). Prior knowledge was manipulated in each trial such that the participant knew (K) or not (No_K) the target bottle in advance. Online transcranial magnetic stimulation (TMS) was administered at action-relevant landmarks to explore corticospinal excitability (CSE) and inhibition (cortical silent period [cSP]). CSE was modulated early on before the action started if prior information was available. In contrast, cSP modulation emerged later during the reaching action, regardless of prior information. These two indexes could thus reflect the concurrent elaboration of contextual priors (top-down) and the online sampling of partner's kinematic cues (bottom-up). Furthermore, participants selected either one of two possible behavioural strategies, preferring early or late force exertion on the bottle. One translates into a reduced risk of motor coordination failure and the other into reduced metabolic expenditure. Each strategy was characterised by a specific excitatory/inhibitory profile. In conclusion, the study of excitatory/inhibitory balance paves the way for the neurophysiological determination of individual differences in the combination of top-down and bottom-up processing during JA coordination.
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Affiliation(s)
- Enrico Vescovo
- Center for Translational Neurophysiology of Speech and Communication, Istituto Italiano di Tecnologia, Ferrara, Italy
- Department of Neuroscience and Rehabilitation, Section of Physiology, University of Ferrara, Ferrara, Italy
| | - Pasquale Cardellicchio
- Department of Neuroscience and Rehabilitation, Section of Physiology, University of Ferrara, Ferrara, Italy
- Physical Medicine and Rehabilitation Unit, IRCCS Istituto Giannina Gaslini, Genoa, Italy
| | - Alice Tomassini
- Center for Translational Neurophysiology of Speech and Communication, Istituto Italiano di Tecnologia, Ferrara, Italy
| | - Luciano Fadiga
- Center for Translational Neurophysiology of Speech and Communication, Istituto Italiano di Tecnologia, Ferrara, Italy
- Department of Neuroscience and Rehabilitation, Section of Physiology, University of Ferrara, Ferrara, Italy
| | - Alessandro D'Ausilio
- Center for Translational Neurophysiology of Speech and Communication, Istituto Italiano di Tecnologia, Ferrara, Italy
- Department of Neuroscience and Rehabilitation, Section of Physiology, University of Ferrara, Ferrara, Italy
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Wolf M, Gotlieb RJM, Kim SA, Pedroza V, Rhinehart LV, Tempini MLG, Sears S. Towards a dynamic, comprehensive conceptualization of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-023-00297-1. [PMID: 38217783 DOI: 10.1007/s11881-023-00297-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 12/19/2023] [Indexed: 01/15/2024]
Abstract
Here we build from the central strength of the existing definition of dyslexia-its emphasis on neurobiological origins-and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.
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Affiliation(s)
- Maryanne Wolf
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA.
| | - Rebecca J M Gotlieb
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Sohyun An Kim
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Veronica Pedroza
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | - Laura V Rhinehart
- Department of Education, University of California, Moore Hall 2123, 405 Hilgard Avenue, Los Angeles, CA, 90095-1521, USA
| | | | - Sue Sears
- Michael D. Eisner College of Education, California State University, Northridge, USA
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