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Shen S, Sun Y, Lu J, Li C, Chen Q, Mo C, Fang F, Zhang X. Profiles of visual perceptual learning in feature space. iScience 2024; 27:109128. [PMID: 38384835 PMCID: PMC10879700 DOI: 10.1016/j.isci.2024.109128] [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: 07/17/2023] [Revised: 01/22/2024] [Accepted: 02/01/2024] [Indexed: 02/23/2024] Open
Abstract
Visual perceptual learning (VPL), experience-induced gains in discriminating visual features, has been studied extensively and intensively for many years, its profile in feature space, however, remains unclear. Here, human subjects were trained to perform either a simple low-level feature (grating orientation) or a complex high-level object (face view) discrimination task over a long-time course. During, immediately after, and one month after training, all results showed that in feature space VPL in grating orientation discrimination was a center-surround profile; VPL in face view discrimination, however, was a monotonic gradient profile. Importantly, these two profiles can be emerged by a deep convolutional neural network with a modified AlexNet consisted of 7 and 12 layers, respectively. Altogether, our study reveals for the first time a feature hierarchy-dependent profile of VPL in feature space, placing a necessary constraint on our understanding of the neural computation of VPL.
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Affiliation(s)
- Shiqi Shen
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
| | - Yueling Sun
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
| | - Jiachen Lu
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
| | - Chu Li
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
| | - Qinglin Chen
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
| | - Ce Mo
- Department of Psychology, Sun-YatSen University, Guangzhou, Guangdong 510275, China
| | - Fang Fang
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China
- IDG/McGovern Institute for Brain Research, Peking University, Beijing 100871, China
- Peking-Tsinghua Center for Life Sciences, Peking University, Beijing 100871, China
| | - Xilin Zhang
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou, Guangdong 510631, China
- School of Psychology, Center for Studies of Psychological Application, and Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, Guangdong 510631, China
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Abudoush AN, Noureen A, Panagioti M, Poliakoff E, Van Ryckeghem DML, Hodkinson A, Husain N. What can we learn about selective attention processes in individuals with chronic pain using reaction time tasks? A systematic review and meta-analysis. Pain 2023:00006396-990000000-00285. [PMID: 37043743 DOI: 10.1097/j.pain.0000000000002885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 01/31/2023] [Indexed: 04/14/2023]
Abstract
ABSTRACT Information-processing biases such as attentional, interpretation, and memory biases are believed to play a role in exacerbating and maintaining chronic pain (CP). Evidence suggests that individuals with CP show attentional bias toward pain-related information. However, the selective attentional processes that underpin this bias are not always well outlined in the literature. To improve current understanding, a systematic review was performed using a descriptive synthesis of reaction time-based studies. A random-effects meta-analysis was added to explore whether the results of previous meta-analyses would be confirmed using studies with a larger sample size. For this review, 2008 studies were screened from 4 databases, of which 34 (participant n = 3154) were included in the review and a subset of 15 (participant n = 1339) were included in the meta-analysis. Review results were summarised by producing a descriptive synthesis for all studies. Meta-analysis results indicated a mild significant attentional bias toward sensory pain-related information (k = 15, g = 0.28, 95% CI [0.16, 0.39], I2 = 43.2%, P = 0.038), and preliminary evidence of significant moderate bias towards affective pain-related information (k = 3, g = 0.48, 95% CI [0.23, 0.72], I2 = 7.1%, P = 0.341) for CP groups compared with control groups. We explored the main tasks, stimuli, and CP subtypes used to address attentional biases and related processes. However, variation across studies did not allow for a decisive conclusion about the role of stimulus, task type, or related attentional processes. In addition, a table of CP attention-related models was produced and tested for reliability. Finally, other results and recommendations are discussed.
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Affiliation(s)
- Ahmad N Abudoush
- School of Health Sciences, Faculty of Biology Medicine and Health Sciences, The University of Manchester, Manchester, United Kingdom
- Department of Psychology, School of Arts, The University of Jordan, Amman, Jordan
| | - Amna Noureen
- Department of Applied Psychology, National University of Modern Languages, Islamabad, Pakistan
| | - Maria Panagioti
- School of Health Sciences, Faculty of Biology Medicine and Health Sciences, The University of Manchester, Manchester, United Kingdom
| | - Ellen Poliakoff
- School of Health Sciences, Faculty of Biology Medicine and Health Sciences, The University of Manchester, Manchester, United Kingdom
| | - Dimitri M L Van Ryckeghem
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands
- Department of Experimental-Clinical and Health Psychology, Ghent University, Ghent, Belgium
- Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Alexander Hodkinson
- School of Health Sciences, Faculty of Biology Medicine and Health Sciences, The University of Manchester, Manchester, United Kingdom
| | - Nusrat Husain
- School of Health Sciences, Faculty of Biology Medicine and Health Sciences, The University of Manchester, Manchester, United Kingdom
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Evaluation of Sympathetic and Parasympathetic Tone and Reactivity in Adolescents with Specific Learning Disorder (Dyslexia). Indian J Pediatr 2022; 89:657-664. [PMID: 35441957 DOI: 10.1007/s12098-022-04156-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Accepted: 12/10/2021] [Indexed: 12/30/2022]
Abstract
OBJECTIVES To evaluate the autonomic function in specific learning disorder (SLD) and comorbid SLD attention-deficit hyperactivity disorder (SLD-ADHD). METHODS A cross-sectional study was conducted in a tertiary care hospital with 20 adolescent subjects each of confirmed SLD, SLD-ADHD, and healthy control (mean age 15.32 y). Heart-rate variability and autonomic-function tests were carried out using standard protocols. RESULTS Heart-rate variability parameters, viz., mean RR interval, number of RR intervals which differ by ≥ 50 ms (NN50), percentage NN50, standard deviation of differences between adjacent RR intervals, root square of mean of the sum of the squares of differences between adjacent RR intervals, coefficient of variance and absolute power of high-frequency band (HF) recorded apparently lower levels in SLD and SLD-ADHD as compared to healthy control indicating lower parasympathetic tone. Whereas, higher absolute power of low- frequency band (LF) in SLD and SLD-ADHD than healthy control indicated enhanced sympathetic activity. Higher LF/HF and lower SD1/SD2 ratios in SLD and SLD-ADHD than healthy control indicated higher sympathetic tone over parasympathetic tone. Values of autonomic-function tests such as E:I ratio, change in heart rate during deep-breathing test, 30:15 ratio, and Valsalva ratio showed a decrease in SLD and SLD-ADHD as compared to healthy control implying reduction in parasympathetic reactivity. Increased values for rise in diastolic blood pressure in the isometric handgrip test and cold pressor test recorded in SLD as compared to healthy control, revealed the increased sympathetic reactivity. CONCLUSION Overall, results of heart-rate variability and autonomic-function tests imply dysregulation of sympathetic and parasympathetic activities with sympathetic dominance in SLD and SLD-ADHD.
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Donato R, Pavan A, Cavallin G, Ballan L, Betteto L, Nucci M, Campana G. Mechanisms Underlying Directional Motion Processing and Form-Motion Integration Assessed with Visual Perceptual Learning. Vision (Basel) 2022; 6:vision6020029. [PMID: 35737415 PMCID: PMC9229663 DOI: 10.3390/vision6020029] [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: 04/19/2022] [Revised: 05/17/2022] [Accepted: 05/27/2022] [Indexed: 11/18/2022] Open
Abstract
Dynamic Glass patterns (GPs) are visual stimuli commonly employed to study form–motion interactions. There is brain imaging evidence that non-directional motion induced by dynamic GPs and directional motion induced by random dot kinematograms (RDKs) depend on the activity of the human motion complex (hMT+). However, whether dynamic GPs and RDKs rely on the same processing mechanisms is still up for dispute. The current study uses a visual perceptual learning (VPL) paradigm to try to answer this question. Identical pre- and post-tests were given to two groups of participants, who had to discriminate random/noisy patterns from coherent form (dynamic GPs) and motion (RDKs). Subsequently, one group was trained on dynamic translational GPs, whereas the other group on RDKs. On the one hand, the generalization of learning to the non-trained stimulus would indicate that the same mechanisms are involved in the processing of both dynamic GPs and RDKs. On the other hand, learning specificity would indicate that the two stimuli are likely to be processed by separate mechanisms possibly in the same cortical network. The results showed that VPL is specific to the stimulus trained, suggesting that directional and non-directional motion may depend on different neural mechanisms.
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Affiliation(s)
- Rita Donato
- Dipartimento di Psicologia Generale, University of Padova, Via Venezia 8, 35131 Padova, Italy; (L.B.); (M.N.); (G.C.)
- Human Inspired Technology Research Centre, University of Padova, Via Luzzati 4, 35121 Padova, Italy;
- Proaction Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Colégio de Jesus, Rua Inácio Duarte 65, 3000-481 Coimbra, Portugal
- CINEICC, Faculty of Psychology and Educational Sciences, University of Coimbra, Rua Colégio Novo, 3000-115 Coimbra, Portugal
- Correspondence: (R.D.); (A.P.)
| | - Andrea Pavan
- Dipartimento di Psicologia, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy
- Correspondence: (R.D.); (A.P.)
| | - Giovanni Cavallin
- Dipartimento di Matematica, University of Padova, Via Trieste 63, 35121 Padova, Italy;
| | - Lamberto Ballan
- Human Inspired Technology Research Centre, University of Padova, Via Luzzati 4, 35121 Padova, Italy;
- Dipartimento di Matematica, University of Padova, Via Trieste 63, 35121 Padova, Italy;
| | - Luca Betteto
- Dipartimento di Psicologia Generale, University of Padova, Via Venezia 8, 35131 Padova, Italy; (L.B.); (M.N.); (G.C.)
| | - Massimo Nucci
- Dipartimento di Psicologia Generale, University of Padova, Via Venezia 8, 35131 Padova, Italy; (L.B.); (M.N.); (G.C.)
- Human Inspired Technology Research Centre, University of Padova, Via Luzzati 4, 35121 Padova, Italy;
| | - Gianluca Campana
- Dipartimento di Psicologia Generale, University of Padova, Via Venezia 8, 35131 Padova, Italy; (L.B.); (M.N.); (G.C.)
- Human Inspired Technology Research Centre, University of Padova, Via Luzzati 4, 35121 Padova, Italy;
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Exogenous attention generalizes location transfer of perceptual learning in adults with amblyopia. iScience 2022; 25:103839. [PMID: 35243224 PMCID: PMC8857599 DOI: 10.1016/j.isci.2022.103839] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 09/19/2021] [Accepted: 01/25/2022] [Indexed: 12/04/2022] Open
Abstract
Visual perceptual learning (VPL) is a behavioral manifestation of brain neuroplasticity. However, its practical effectiveness is limited because improvements are often specific to the trained conditions and require significant time and effort. It is critical to understand the conditions that promote learning and transfer. Covert endogenous (voluntary) and exogenous (involuntary) spatial attention help overcome VPL location specificity in neurotypical adults, but whether they also do so for people with atypical visual development is unknown. This study investigates the role of exogenous attention during VPL in adults with amblyopia, an ideal population given their asymmetrically developed, but highly plastic, visual cortex. Here we show that training on a discrimination task leads to improvements in foveal contrast sensitivity, acuity, and stereoacuity. Notably, exogenous attention helps generalize learning beyond trained spatial locations. Future large-scale studies can verify the extent to which attention enhances the effectiveness of perceptual learning during rehabilitation of visual disorders. Contrast sensitivity (CS)-based VPL in amblyopes improves CS, acuity and stereoacuity Similar improvement in trained amblyopic eye and untrained fellow eye Exogenous spatial attention facilitates location transfer of VPL in amblyopic adults
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Marois A, Charbonneau B, Szolosi AM, Watson JM. The Differential Impact of Mystery in Nature on Attention: An Oculometric Study. Front Psychol 2021; 12:759616. [PMID: 34955980 PMCID: PMC8696187 DOI: 10.3389/fpsyg.2021.759616] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 11/22/2021] [Indexed: 12/16/2022] Open
Abstract
Nature exposure can provide benefits on stress, health and cognitive performance. According to Attention Restoration Theory (ART), the positive impact of nature on cognition is mainly driven by fascination. Fascinating properties of nature such as water or a winding hiking trail may capture involuntary attention, allowing the directed form of attention to rest and to recover. This claim has been supported by studies relying on eye-tracking measures of attention deployment, comparing exposure to urban and nature settings. Yet, recent studies have shown that promoting higher engagement with a nature setting can improve restorative benefits, hence challenging ART's view that voluntary attention is resting. Besides, recent evidence published by Szolosi et al. (2014) suggests that voluntary attention may be involved during exposure to high-mystery nature images which they showed as having greater potential for attention restoration. The current study explored how exposure to nature images of different scenic qualities in mystery (and restoration potential) could impact the engagement of attention. To do so, participants were shown nature images characterized by either low or high mystery properties (with allegedly low or high restoration potential, respectively) and were asked to evaluate their fascination and aesthetic levels. Concurrently, an eye tracker collected measures of pupil size, fixations and spontaneous blinks as indices of attentional engagement. Results showed that high-mystery nature images had higher engagement than low-mystery images as supported by the larger pupil dilations, the higher number of fixations and the reduced number of blinks and durations of fixations. Taken together, these results challenge ART's view that directed attention is merely resting during exposure to restorative nature and offer new hypotheses on potential mechanisms underlying attention restoration.
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Affiliation(s)
- Alexandre Marois
- École de Psychologie, Université Laval, Quebec City, QC, Canada
- Thales Research and Technology Canada, Quebec City, QC, Canada
| | - Brooke Charbonneau
- Department of Psychology, University of Colorado Denver, Denver, CO, United States
- Department of Psychology, Montana State University, Bozeman, MT, United States
| | - Andrew M. Szolosi
- Department of Recreation, Sport Pedagogy, and Consumer Sciences, Ohio University, Athens, OH, United States
| | - Jason M. Watson
- Department of Psychology, University of Colorado Denver, Denver, CO, United States
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