EEG-informed fMRI reveals spatiotemporal characteristics of perceptual decision making

Single-unit and multiunit recordings in primates have already established that decision making involves at least two general stages of neural processing: representation of evidence from early sensory areas and accumulation of evidence to a decision threshold from decision-related regions. However, the relay of information from early sensory to decision areas, such that the accumulation process is instigated, is not well understood. Using a cued paradigm and single-trial analysis of electroencephalography (EEG), we previously reported on temporally specific components related to perceptual decision making. Here, we use information derived from our previous EEG recordings to inform the analysis of fMRI data collected for the same behavioral task to ascertain the cortical origins of each of these EEG components. We demonstrate that a cascade of events associated with perceptual decision making takes place in a highly distributed neural network. Of particular importance is an activation in the lateral occipital complex implicating perceptual persistence as a mechanism by which object decision making in the human brain is instigated

Increased mesiotemporal delta activity characterizes virtual navigation in humans

Hippocampal theta or rhythmic slow activity (RSA) occurring during exploratory behaviors and rapid-eye-movement (REM) sleep is a characteristic and well-identifiable oscillatory rhythm in animals. In contrast, controversy surrounds the existence and electrophysiological correlates of this activity in humans. Some argue that the human hippocampal theta occurs in short and phasic bursts. On the contrary, our earlier studies provide evidence that REM-dependent mesiotemporal RSA is continuous like in animals but instead of the theta it falls in the delta frequency range. Here we used a virtual navigation task in 24 epilepsy patients implanted with foramen ovale electrodes. EEG was analyzed for 1-Hz wide frequency bins up to 10 Hz according to four conditions: resting, non-learning route-following, acquisition and recall. We found progressively increasing spectral power in frequency bins up the 4 Hz across these conditions. No spectral power increase relative to resting was revealed within the traditional theta band and above in any of the navigation conditions. Thus the affected frequency bins were below the theta band and were similar to those characterizing REM sleep in our previous studies providing further indication that it is delta rather than theta that should be regarded as a human analogue of the animal RSA

The physiologic correlates of learning in the classroom environment

This study served to further investigate learning and memory, and to offer a potential tool to support educational interventions. More specifically, this was accomplished by an investigation of the physiologic changes in the brain that occurred while students learned medical anatomy. A group of 29 students taking the Gross Anatomy course at Boston University School of Medicine participated in the study. Testing occurred in two sessions: prior to the course and at the completion of the course. For each session, scalp EEG was recorded while participants were shown 176 anatomical terms (132 relevant to the course and 44 obscure) and asked to respond with "Can Define", "Familiar", or "Don't Know". Behavioral results indicated a positive correlation between participants' course grades and performance on the experimental tasks. EEG results were analyzed for event-related potential (ERP) components related to two memory components: familiarity and recollection. Results had a number of indications. For Don't Know responses, a stronger early frontal, late parietal, and late frontal effect occurred more so for terms of Session 1 compared to Session 2. For an analysis of just Session 2 data, results indicated increased activity of the early frontal, late parietal, and late frontal effects for Can Define responses only. Session 2 Can Define responses elicited a stronger early frontal ERP, occurring between 300 and 500 milliseconds yet, the most post-retrieval processing and monitoring appeared for Can Define terms of Session 2. Ultimately, we focused on investigating two points: 1) the effect of classroom learning on memory, and 2) the examination of ERPs as a tool to guide education interventions. Specifically, ERPs would potentially indicate markers to predict whether students would retain materials long before behavioral measures indicate these results. This has potential to determine whether long-lasting or transient learning will occur; as well as the potential to support early intervention strategies for not just students, but also individuals with learning disabilities or memory impairments

Can Portable EEG Headsets be Used to Determine if Students are Learning?

This study examined EEGs recorded from a single-channel, portable EEG headset (NeuroSky MindWave) during the study period of a paired-associate word paradigm which used Swahili words and their English meanings. It was hypothesized that there would be a significant difference in gamma, theta, and beta band powers for when students recalled words correctly vs. when they did not recall correctly on a subsequent test. There were 35 participants who consisted of students that volunteered at the University of Memphis (20 females and 15 males, 31 of which were right-handed and 4 which were left-handed). A paired-samples t-test suggested that there was a higher mean z-score for brainwave activity during the study period in the high gamma range (41-49.75Hz) for when participants did not recall words correctly on a test, which was opposite of what previous research has found regarding encoding. Based on the results of this study, the MindWave seems to capture muscle activity and/or saccadic behavior that is suggested by higher gamma maximums on average in the study period for word-pairs which resulted in failed recall. Exploratory results may lend insight to future work using portable EEG devices. This study\u27s main objective was to determine if portable EEG devices could be used to determine when students learn new information. Further testing, especially using other portable EEG devices is necessary to answer this question

P3b reflects periodicity in linguistic sequences

Temporal predictability is thought to affect stimulus processing by facilitating the allocation of attentional resources. Recent studies have shown that periodicity of a tonal sequence results in a decreased peak latency and a larger amplitude of the P3b compared with temporally random, i.e., aperiodic sequences. We investigated whether this applies also to sequences of linguistic stimuli (syllables), although speech is usually aperiodic. We compared aperiodic syllable sequences with two temporally regular conditions. In one condition, the interval between syllable onset was fixed, whereas in a second condition the interval between the syllables’ perceptual center (p-center) was kept constant. Event-related potentials were assessed in 30 adults who were instructed to detect irregularities in the stimulus sequences. We found larger P3b amplitudes for both temporally predictable conditions as compared to the aperiodic condition and a shorter P3b latency in the p-center condition than in both other conditions. These findings demonstrate that even in acoustically more complex sequences such as syllable streams, temporal predictability facilitates the processing of deviant stimuli. Furthermore, we provide first electrophysiological evidence for the relevance of the p-center concept in linguistic stimulus processing