Evidence for dissociation of spatial and nonspatial auditory information processing

Several lines of evidence suggest that visual information processing is segregated into the ventral “what” and dorsal “where” pathways. But the question whether information processing in the auditory system is also parceled to spatial and nonspatial domains remains open. In the present study, we performed simultaneous EEG and MEG recordings during auditory location and pitch delayed matching-to-sample tasks to find out whether working memory processing of the auditory stimulus attribute affects the transient components of the evoked potentials. In both tasks, identical blocks of tone stimuli of one of two frequencies were presented in one of two locations; the only difference between the tasks was the instruction to attend either to the frequency or to the location. In the match condition, the N1 latency was shorter and the N1m amplitude larger in the location task compared to the pitch task. Furthermore, the right-hemisphere generator of N1m elicited in the match condition of the location task was situated significantly medially to the N1m generator in the match condition of the pitch task. Latency and amplitude task-related differences in the N1/N1m components as well as the source location differences indicate at least partial segregation of neuronal mechanisms involved in working memory processing of spatial and nonspatial auditory information

De la perception à l'apprentissage [From perception to learning]

Dans le domaine de la perception, l'apprentissage est contraint par la présence d'une architecture fonctionnelle constituée d'aires corticales distribuées et très spécialisées. Dans le domaine des troubles visuels d'origine cérébrale, l'apprentissage d'un patient hémi-anopsique ou agnosique sera limité par ses capacités perceptives résiduelles, mais un déficit de reconnaissance visuelle de nature apparemment perceptive, peut également être associé à une altération des représentations en mémoire à long terme. Des réseaux neuronaux distincts pour la reconnaissance - cortex temporal - et pour la localisation des sons - cortex pariétal - ont été décrits chez l'homme. L'étude de patients cérébro-lésés confirme le rôle des indices spatiaux dans un traitement auditif explicite du « where » et dans la discrimination implicite du « what ». Cette organisation, similaire à ce qui a été décrit dans la modalité visuelle, faciliterait les apprentissages perceptifs. Plus généralement, l'apprentissage implicite fonde une grande partie de nos connaissances sur le monde en nous rendant sensible, à notre insu, aux règles et régularités de notre environnement. Il serait impliqué dans le développement cognitif, la formation des réactions émotionnelles ou encore l'apprentissage par le jeune enfant de sa langue maternelle. Le caractère inconscient de cet apprentissage est confirmé par l'étude des temps de réaction sériels de patients amnésiques dans l'acquisition d'une grammaire artificielle. Son évaluation pourrait être déterminante dans la prise en charge ré-adaptative. [In the field of perception, learning is formed by a distributed functional architecture of very specialized cortical areas. For example, capacities of learning in patients with visual deficits - hemianopia or visual agnosia - from cerebral lesions are limited by perceptual abilities. Moreover a visual deficit in link with abnormal perception may be associated with an alteration of representations in long term (semantic) memory. Furthermore, perception and memory traces rely on parallel processing. This has been recently demonstrated for human audition. Activation studies in normal subjects and psychophysical investigations in patients with focal hemispheric lesions have shown that auditory information relevant to sound recognition and that relevant to sound localisation are processed in parallel, anatomically distinct cortical networks, often referred to as the "What" and "Where" processing streams. Parallel processing may appear counterintuitive from the point of view of a unified perception of the auditory world, but there are advantages, such as rapidity of processing within a single stream, its adaptability in perceptual learning or facility of multisensory interactions. More generally, implicit learning mechanisms are responsible for the non-conscious acquisition of a great part of our knowledge about the world, using our sensitivity to the rules and regularities structuring our environment. Implicit learning is involved in cognitive development, in the generation of emotional processing and in the acquisition of natural language. Preserved implicit learning abilities have been shown in amnesic patients with paradigms like serial reaction time and artificial grammar learning tasks, confirming that implicit learning mechanisms are not sustained by the cognitive processes and the brain structures that are damaged in amnesia. In a clinical perspective, the assessment of implicit learning abilities in amnesic patients could be critical for building adapted neuropsychological rehabilitation programs.]]]> Amnesia/pathology; Amnesia/psychology; Cerebral Cortex/pathology; Cerebral Cortex/physiology; Cognition Disorders/pathology; Cognition Disorders/psychology; Humans; Learning/physiology; Memory/physiology; Perception/physiology fre oai:serval.unil.ch:BIB_BF0986665648 2022-02-19T02:29:55Z openaire documents urnserval <oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:xs="http://www.w3.org/2001/XMLSchema" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"> https://serval.unil.ch/notice/serval:BIB_BF0986665648 Plant development: should I stop or should I grow? info:doi:10.1016/j.cub.2012.06.054 info:eu-repo/semantics/altIdentifier/doi/10.1016/j.cub.2012.06.054 info:eu-repo/semantics/altIdentifier/pmid/22917515 Lorrain, S. Fankhauser, C. info:eu-repo/semantics/article article 2012 Current Biology, vol. 22, no. 16, pp. R645-R647 info:eu-repo/semantics/altIdentifier/eissn/1879-0445 urn:issn:0960-9822 <![CDATA[Plant growth is tightly controlled through the integration of environmental cues with the physiological status of the seedling. A recent study now proposes a model explaining how the plant hormone ethylene triggers opposite growth responses depending on the light environment