Visually evoked local field potential changes in the caudate nucleus are remarkably more frequent in awake, behaving cats than in anaesthetized animals.

Previous results show that halothane gas anaesthesia has a suppressive effect on the visually evoked single-cell activities in the feline caudate nucleus (CN). In this study, we asked whether the low-frequency neuronal signals, the local field potentials (LFP) are also suppressed in the CN of anaesthetized animals.To answer this question, we compared the LFPs recorded from the CN of two halothane-anaesthetized (1.0%), paralyzed, and two awake, behaving cats during static and dynamic visual stimulation. The behaving animals were trained to perform a visual fixation task.Our results denoted a lower proportion of significant power changes to visual stimulation in the CN of the anesthetized cats in each frequency range (from delta to beta) of the LFPs, except gamma. These differences in power changes were more obvious in static visual stimulation, but still, remarkable differences were found in dynamic stimulation, too. The largest differences were found in the alpha and beta frequency bands for static stimulation. Concerning dynamic stimulation, the differences were the biggest in the theta, alpha and beta bands.Similar to the single-cell activities, remarkable differences were found between the visually evoked LFP changes in the CN of the anaesthetized, paralyzed and awake, behaving cats. The halothane gas anaesthesia and the immobilization suppressed the significant LFP power alterations in the CN to both static and dynamic stimulation. These results suggest the priority of the application of behaving animals even in the analysis of the visually evoked low-frequency electric signals, the LFPs recorded from the CN.

Suboptimal multisensory processing in pediatric migraine without aura: a comparative, cross-sectional study.

Alterations of sensory processing in migraine are well known. There is some evidence to suggest that multisensory processing is altered in migraine as well, but the area is underexplored, especially regarding pediatric migraine. A visual and an audiovisual version of the Rutgers Acquired Equivalence Test paradigm was administered to pediatric patients with migraine without aura (aged 7-17.5 years) and to age- and sex-matched controls. The application of audiovisual stimuli significantly facilitated associative pair learning in migraine-free children and adolescents, but not in pediatric migraine patients. The results of this study corroborate the hypothesis that multisensory processing is altered in pediatric migraine without aura.

Automated preprocessing of 64 channel electroenchephalograms recorded by biosemi instruments.

Preprocessing is a mandatory step in electroencephalogram (EEG) signal analysis. Overcoming challenges posed by high noise levels and substantial amplitude artifacts, such as blink-induced electrooculogram (EOG) and muscle-related electromyogram (EMG) interference, is imperative. The signal-to-noise ratio significantly influences the reliability and statistical significance of subsequent analyses. Existing referencing approaches employed in multi-card systems, like using a single electrode or averaging across multiple electrodes, fall short in this respect. In this article, we introduce an innovative referencing method tailored to multi-card instruments, enhancing signal fidelity and analysis outcomes. Our proposed signal processing loop not only mitigates blink-related artifacts but also accurately identifies muscle activity. This work contributes to advancing EEG analysis by providing a robust solution for artifact removal and enhancing data integrity.•Removes blink•Marks muscle activity•Re-references with design specific enhancements.

Visually guided equivalence learning in borderline personality disorder.

The hallmark symptoms of borderline personality disorder are maladaptive behavior and impulsive emotional reactions. However, the condition is occasionally associated with cognitive alterations. Recently, it has been found that the function of the basal ganglia and the hippocampi might also be affected. Hence, deterioration in learning and memory processes associated with these structures is expected. Thus, we sought to investigate visually guided associative learning, a type of conditioning associated with the basal ganglia and the hippocampi, in patients suffering from borderline personality disorder. In this study, the modified Rutgers Acquired Equivalence Test was used to assess associative learning in 23 patients and age-, sex-, and educational level-matched controls. The acquisition phase of the test, which is associated primarily with the frontostriatal loops, was altered in patients with borderline personality disorder: the patients exhibited poor performance in terms of building associations. However, the retrieval and generalization functions, which are primarily associated with the hippocampi and the medial temporal lobes, were not affected. These results corroborate that the basal ganglia are affected in borderline personality disorder. However, maintained retrieval and generalization do not support the assumption that the hippocampi are affected too.

Visual consequent stimulus complexity affects performance in audiovisual associative learning.

In associative learning (AL), cues and/or outcome events are coupled together. AL is typically tested in visual learning paradigms. Recently, our group developed various AL tests based on the Rutgers Acquired Equivalence Test (RAET), both visual and audiovisual, keeping the structure and logic of RAET but with different stimuli. In this study, 55 volunteers were tested in two of our audiovisual tests, SoundFace (SF) and SoundPolygon (SP). The antecedent stimuli in both tests are sounds, and the consequent stimuli are images. The consequents in SF are cartoon faces, while in SP, they are simple geometric shapes. The aim was to test how the complexity of the applied consequent stimuli influences performance regarding the various aspects of learning the tests assess (stimulus pair learning, retrieval, and generalization of the previously learned associations to new but predictable stimulus pairs). In SP, behavioral performance was significantly poorer than in SF, and the reaction times were significantly longer, for all phases of the test. The results suggest that audiovisual associative learning is significantly influenced by the complexity of the consequent stimuli.

Multisensory stimuli enhance the effectiveness of equivalence learning in healthy children and adolescents.

It has been demonstrated earlier in healthy adult volunteers that visually and multisensory (audiovisual) guided equivalence learning are similarly effective. Thus, these processes seem to be independent of stimulus modality. The question arises as to whether this phenomenon can be observed also healthy children and adolescents. To assess this, visual and audiovisual equivalence learning was tested in 157 healthy participants younger than 18 years of age, in both a visual and an audiovisual paradigm consisting of acquisition, retrieval and generalization phases. Performance during the acquisition phase (building of associations), was significantly better in the multisensory paradigm, but there was no difference between the reaction times (RTs). Performance during the retrieval phase (where the previously learned associations are tested) was also significantly better in the multisensory paradigm, and RTs were significantly shorter. On the other hand, transfer (generalization) performance (where hitherto not learned but predictable associations are tested) was not significantly enhanced in the multisensory paradigm, while RTs were somewhat shorter. Linear regression analysis revealed that all the studied psychophysical parameters in both paradigms showed significant correlation with the age of the participants. Audiovisual stimulation enhanced acquisition and retrieval as compared to visual stimulation only, regardless of whether the subjects were above or below 12 years of age. Our results demonstrate that multisensory stimuli significantly enhance association learning and retrieval in the context of sensory guided equivalence learning in healthy children and adolescents. However, the audiovisual gain was significantly higher in the cohort below 12 years of age, which suggests that audiovisually guided equivalence learning is still in development in childhood.

The Influence of Stimulus Complexity on the Effectiveness of Visual Associative Learning.

Visually guided equivalence learning is a special type of associative learning, which can be evaluated using the Rutgers Acquired Equivalence Test (RAET) among other tests. RAET applies complex stimuli (faces and colored fish) between which the test subjects build associations. The complexity of these stimuli offers the test subject several clues that might ease association learning. To reduce the number of such clues, we developed an equivalence learning test (Polygon), which is structured as RAET but uses simple grayscale geometric shapes instead of faces and colored fish. In this study, we compared the psychophysical performances of the same healthy volunteers in both RAET and Polygon test. Equivalence learning, which is a basal ganglia-associated form of learning, appears to be strongly influenced by the complexity of the visual stimuli. The simple geometric shapes were associated with poor performance as compared to faces and fish. However, the difference in stimulus complexity did not affect performance in the retrieval and transfer parts of the test phase, which are assumed to be mediated by the hippocampi.