Action perception in individuals with congenital blindness or deafness: how does the loss of a sensory modality from birth affect perception-induced motor facilitation?

Dysconnectivity of Multiple Resting-State Networks Associated With Higher-Order Functions in Sensorineural Hearing Loss

Objects: Sensorineural hearing loss (SNHL) involves wide-ranging functional reorganization, and is associated with accumulating risk of cognitive and emotional dysfunction. The coordination of multiple functional networks supports normal brain functions. Here, we aimed to evaluate the functional connectivity (FC) patterns involving multiple resting-state networks (RSNs), and the correlations between the functional remodeling of RSNs and the potential cognitive or emotional impairments in SNHL.

Methods: Thirty long-term bilateral SNHL patients and 39 well-matched healthy controls were recruited for assessment of resting-state functional magnetic resonance imaging and neuropsychological tests.

Results: Using independent component analysis, 11 RSNs were identified. Relative to the healthy controls, patients with SNHL presented apparent abnormalities of intra-network FC involving right frontoparietal network, posterior temporal network, and sensory motor network. Disrupted between-network FC was also revealed in the SNHL patients across both higher-order cognitive control networks and multiple sensory networks. Eight of the eleven RSNs showed altered functional synchronization using a seed network to whole brain FC method, particularly in the ventromedial prefrontal cortex. In addition, these functional abnormalities were correlated with cognition- and emotion-related performances.

Interpretations: These findings supported our hypotheses that long-term SNHL involves notable dysconnectivity of multiple RSNs. Our study provides important insights into the pathophysiological mechanisms of SNHL, and sheds lights on the neural substrates underlying the possible cognitive and emotional dysfunctions following SNHL.

Embodying functionally relevant action sounds in patients with spinal cord injury

Growing evidence indicates that perceptual-motor codes may be associated with and influenced by actual bodily states. Following a spinal cord injury (SCI), for example, individuals exhibit reduced visual sensitivity to biological motion. However, a dearth of direct evidence exists about whether profound alterations in sensorimotor traffic between the body and brain influence audio-motor representations. We tested 20 wheelchair-bound individuals with lower skeletal-level SCI who were unable to feel and move their lower limbs, but have retained upper limb function. In a two-choice, matching-to-sample auditory discrimination task, the participants were asked to determine which of two action sounds matched a sample action sound presented previously. We tested aural discrimination ability using sounds that arose from wheelchair, upper limb, lower limb, and animal actions. Our results indicate that an inability to move the lower limbs did not lead to impairment in the discrimination of lower limb-related action sounds in SCI patients. Importantly, patients with SCI discriminated wheelchair sounds more quickly than individuals with comparable auditory experience (i.e. physical therapists) and inexperienced, able-bodied subjects. Audio-motor associations appear to be modified and enhanced to incorporate external salient tools that now represent extensions of their body schemas.

The effect of modeled absolute timing variability and relative timing variability on observational learning

There is much evidence to suggest that skill learning is enhanced by skill observation. Recent research on this phenomenon indicates a benefit of observing variable/erred demonstrations. In this study, we explore whether it is variability within the relative organization or absolute parameterization of a movement that facilitates skill learning through observation. To do so, participants were randomly allocated into groups that observed a model with no variability, absolute timing variability, relative timing variability, or variability in both absolute and relative timing. All participants performed a four-segment movement pattern with specific absolute and relative timing goals prior to and following the observational intervention, as well as in a 24h retention test and transfers tests that featured new relative and absolute timing goals. Absolute timing error indicated that all groups initially acquired the absolute timing, maintained their performance at 24h retention, and exhibited performance deterioration in both transfer tests. Relative timing error revealed that the observation of no variability and relative timing variability produced greater performance at the post-test, 24h retention and relative timing transfer tests, but for the no variability group, deteriorated at absolute timing transfer test. The results suggest that the learning of absolute timing following observation unfolds irrespective of model variability. However, the learning of relative timing benefits from holding the absolute features constant, while the observation of no variability partially fails in transfer. We suggest learning by observing no variability and variable/erred models unfolds via similar neural mechanisms, although the latter benefits from the additional coding of information pertaining to movements that require a correction.

A Day Awake Attenuates Motor Learning-Induced Increases in Corticomotor Excitability

The "synaptic homeostasis hypothesis" proposes that the brain's capacity to exhibit synaptic plasticity is reduced during the day but restores when sleeping. While this prediction has been confirmed for declarative memories, it is currently unknown whether it is also the case for motor memories. We quantified practice-induced changes in corticomotor excitability in response to repetitive motor sequence training as an indirect marker of synaptic plasticity in the primary motor cortex (M1). Subjects either practiced a motor sequence in the morning and a new motor sequence in the evening, i.e., after a 12 h period of wakefulness (wake group); or they practiced a sequence in the evening and a new sequence in the morning, i.e., after a 12 h period including sleep (sleep group). In both wake and sleep groups motor training improved movement performance irrespective of the time of day. Learning a new sequence in the morning triggered a clear increase in corticomotor excitability suggesting that motor training triggered synaptic adaptation in the M1 that was absent when a new sequence was learned in the evening. Thus, the magnitude of the practice-induced increase in corticomotor excitability was significantly influenced by time of day while the magnitude of motor performance improvements were not. These results suggest that the motor cortex's potential to efficiently adapt to the environment by quickly adjusting synaptic strength in an activity-dependent manner is higher in the morning than in the evening.

Areas Recruited during Action Understanding Are Not Modulated by Auditory or Sign Language Experience

The observation of other people’s actions recruits a network of areas including the inferior frontal gyrus (IFG), the inferior parietal lobule (IPL), and posterior middle temporal gyrus (pMTG). These regions have been shown to be activated through both visual and auditory inputs. Intriguingly, previous studies found no engagement of IFG and IPL for deaf participants during non-linguistic action observation, leading to the proposal that auditory experience or sign language usage might shape the functionality of these areas. To understand which variables induce plastic changes in areas recruited during the processing of other people’s actions, we examined the effects of tasks (action understanding and passive viewing) and effectors (arm actions vs. leg actions), as well as sign language experience in a group of 12 congenitally deaf signers and 13 hearing participants. In Experiment 1, we found a stronger activation during an action recognition task in comparison to a low-level visual control task in IFG, IPL and pMTG in both deaf signers and hearing individuals, but no effect of auditory or sign language experience. In Experiment 2, we replicated the results of the first experiment using a passive viewing task. Together, our results provide robust evidence demonstrating that the response obtained in IFG, IPL, and pMTG during action recognition and passive viewing is not affected by auditory or sign language experience, adding further support for the supra-modal nature of these regions.

By the sound of it. An ERP investigation of human action sound processing in 7-month-old infants

Recent evidence suggests that human adults perceive human action sounds as a distinct category from human vocalizations, environmental, and mechanical sounds, activating different neural networks (Engel et al., 2009; Lewis et al., 2011). Yet, little is known about the development of such specialization. Using event-related potentials (ERP), this study investigated neural correlates of 7-month-olds' processing of human action (HA) sounds in comparison to human vocalizations (HV), environmental (ENV), and mechanical (MEC) sounds. Relative to the other categories, HA sounds led to increased positive amplitudes between 470 and 570ms post-stimulus onset at left anterior temporal locations, while HV led to increased negative amplitudes at the more posterior temporal locations in both hemispheres. Collectively, human produced sounds (HA+HV) led to significantly different response profiles compared to non-living sound sources (ENV+MEC) at parietal and frontal locations in both hemispheres. Overall, by 7 months of age human action sounds are being differentially processed in the brain, consistent with a dichotomy for processing living versus non-living things. This provides novel evidence regarding the typical categorical processing of socially relevant sounds.

Insights into the origins of knowledge from the cognitive neuroscience of blindness

Children learn about the world through senses such as touch, smell, vision, and audition, but they conceive of the world in terms of objects, events, agents, and their mental states. A fundamental question in cognitive science is how nature and nurture contribute to the development of such conceptual categories. What innate mechanisms do children bring to the learning problem? How does experience contribute to development? In this article we discuss insights into these longstanding questions from cognitive neuroscience studies of blindness. Despite drastically different sensory experiences, behavioural and neuroscientific work suggests that blind children acquire typical concepts of objects, actions, and mental states. Blind people think and talk about these categories in ways that are similar to sighted people. Neuroimaging reveals that blind people make such judgements relying on the same neural mechanisms as sighted people. One way to interpret these findings is that neurocognitive development is largely hardwired, and so differences in experience have little consequence. Contrary to this interpretation, neuroimaging studies also show that blindness profoundly reorganizes the visual system. Most strikingly, developmental blindness enables "visual" circuits to participate in high-level cognitive functions, including language processing. Thus, blindness qualitatively changes sensory representations, but leaves conceptual representations largely unchanged. The effect of sensory experience on concepts is modest, despite the brain's potential for neuroplasticity.

Perspective-taking in blindness: electrophysiological evidence of altered action representations

It is well established that the mental simulation of actions involves visual and/or somatomotor representations of those imagined actions. To investigate whether the total absence of vision affects the brain activity associated with the retrieval of motor representations, we recorded the readiness potential (RP), a marker of motor preparation preceding the execution, as well as the motor imagery of the right middle-finger extension in the first-person (1P; imagining oneself performing the movement) and in the third-person (3P; imagining the experimenter performing the movement) modes in 19 sighted and 10 congenitally blind subjects. Our main result was found for the single RP slope values at the Cz channel (likely corresponding to the supplementary motor area). No difference in RP slope was found between 1P and 3P in the sighted group, suggesting that similar motor preparation networks are recruited to simulate our own and other people's actions in spite of explicit instructions to perform the task in 1P or 3P. Conversely, reduced RP slopes in 3P compared with 1P found in the blind group indicated that they might have used an alternative, nonmotor strategy to perform the task in 3P. Moreover, movement imagery ability, assessed both by means of mental chronometry and a modified version of the Movement Imagery Questionnaire-Revised, indicated that blind and sighted individuals had similar motor imagery performance. Taken together, these results suggest that complete visual loss early in life modifies the brain networks that associate with others' action representations.