Bio-potential noise of dry printed electrodes: physiology versus the skin-electrode impedance.

Objective. To explore noise characteristics and the effect physiological activity has on the link between impedance and noise.Approach. Dry-printed electrodes are emerging as a new and exciting technology for skin electro-physiology. Such electrode arrays offer many advantages including user convenience, quick placement, and high resolution. Here we analyze extensive electro-physiological data recorded from the arm and the face to study and quantify the noise of dry electrodes, and to characterize the link between noise and impedance. In particular, we studied the effect of the physiological state of the subject (e.g. rapid eye movement sleep) on noise.Main results. We show that baseline noise values extracted from dry electrodes in the arm are in agreement with the Nyquist equation. In the face, on the other hand, the measured noise values were higher than the values predicted by the Nyquist equation. In addition, we studied how different electrode properties affect performances, including electrode size, shape, and material properties.Significance. Altogether, the results presented here provide a basis for understanding dry electrode performances and substantiate their great potential in electro-physiological investigations.

A distinct route for efficient learning and generalization in autism.

Visual skill learning is the process of improving responses to surrounding visual stimuli.1 For individuals with autism spectrum disorders (ASDs), efficient skill learning may be especially valuable due to potential difficulties with sensory processing2 and challenges in adjusting flexibly to changing environments.3,4 Standard skill learning protocols require extensive practice with multiple stimulus repetitions,5-7 which may be difficult for individuals with ASD and create abnormally specific learning with poor ability to generalize.4 Motivated by findings indicating that brief memory reactivations can facilitate skill learning,8,9 we hypothesized that reactivation learning with few stimulus repetitions will enable efficient learning in individuals with ASD, similar to their learning with standard extensive practice protocols used in previous studies.4,10,11 We further hypothesized that in contrast to experience-dependent plasticity often resulting in specificity, reactivation-induced learning would enable generalization patterns in ASD. To test our hypotheses, high-functioning adults with ASD underwent brief reactivations of an encoded visual learning task, consisting of only 5 trials each instead of hundreds. Remarkably, individuals with ASD improved their visual discrimination ability in the task substantially, demonstrating successful learning. Furthermore, individuals with ASD generalized learning to an untrained visual location, indicating a unique benefit of reactivation learning mechanisms for ASD individuals. Finally, an additional experiment showed that without memory reactivations ASD subjects did not demonstrate efficient learning and generalization patterns. Taken together, the results provide proof-of-concept evidence supporting a distinct route for efficient visual learning and generalization in ASD, which may be beneficial for skill learning in other sensory and motor domains.

Visual-oculomotor interactions facilitate consolidation of perceptual learning.

Visual skill learning is commonly considered a manifestation of brain plasticity. Following encoding, consolidation of the skill may result in between-session performance gains. A great volume of studies have demonstrated that during the offline consolidation interval, the skill is susceptible to external inputs that modify the preformed representation of the memory, affecting future performance. However, while basic visual perceptual learning is thought to be mediated by sensory brain regions or their higher-order readout pathways, the possibility of visual-oculomotor interactions affecting the consolidation interval and reshaping visual learning remains uncharted. Motivated by findings mapping connections between oculomotor behavior and visual performance, we examined whether visual consolidation can be facilitated by visual-oculomotor interactions. To this aim, we paired reactivation of an oculomotor memory with consolidation of a typical visual texture discrimination task. Importantly, the oculomotor memory was encoded by learning of the pure motor component of the movement, removing visual cues. When brief reactivation of the oculomotor memory preceded the visual task, visual gains were substantially enhanced compared with those achieved by visual practice per se and were strongly related to the magnitude of oculomotor gains, suggesting that the brain utilizes oculomotor memory to enhance basic visual perception.