Impact of prospective motion correction, distortion correction methods and large vein bias on the spatial accuracy of cortical laminar fMRI at 9.4 Tesla

Functional imaging with sub-millimeter spatial resolution is a basic requirement for assessing functional MRI (fMRI) responses across different cortical depths, and is used extensively in the emerging field of laminar fMRI. Such studies seek to investigate the detailed functional organization of the brain and may develop to a new powerful tool for human neuroscience. However, several studies have shown that measurement of laminar fMRI responses can be biased by the image acquisition and data processing strategies. In this work, measurements with three different gradient-echo EPI protocols with a voxel size down to 650 μm isotropic were performed at 9.4 T. We estimated how prospective motion correction can help to improve spatial accuracy by reducing the number of spatial resampling steps in postprocessing. In addition, we demonstrate key requirements for accurate geometric distortion correction to ensure that distortion correction maps are properly aligned to the functional data and that strong variations of distortions near large veins can lead to signal overlays which cannot be corrected for during postprocessing. Furthermore, this study illustrates the spatial extent of bias induced by pial and other larger veins in laminar BOLD experiments. Since these issues under investigation affect studies performed with more conventional spatial resolutions, the methods applied in this work may also help to improve the understanding of the BOLD signal more broadly

An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes

The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each representing a stage of the research process. Students formed hypotheses, tested their hypotheses using data from the class, interpreted their results, generated future directions, created PowerPoint slides summarizing their projects, and presented their results in a poster session. We found support for the hypothesis that the research methods intervention would lead to better performance on a research methods quiz compared to students in a nonintervention section taught by the same instructor. This intervention demonstrated that it is feasible to use project-oriented active-learning techniques to foster understanding of research methods in large classes. © 2017, © The Author(s) 2017