Traumatic brain injury alters the relationship between brain structure and episodic memory.

BACKGROUND: Focal and diffuse pathology resulting from traumatic brain injury (TBI) often disrupts brain circuitry that is critical for episodic memory, including medial temporal lobe and prefrontal regions. Prior studies have focused on unitary accounts of temporal lobe function, associating verbally learned material and brain morphology. Medial temporal lobe structures, however, are domain-sensitive, preferentially supporting different visual stimuli. There has been little consideration of whether TBI preferentially disrupts the type of visually learned material and its association with cortical morphology following injury. Here, we investigated whether (1) episodic memory deficits differ according to the stimulus type, and (2) the pattern in memory performance can be linked to changes in cortical thickness. METHODS: Forty-three individuals with moderate-severe TBI and 38 demographically similar healthy controls completed a recognition task in which memory was assessed for three categories of stimuli: faces, scenes, and animals. The association between episodic memory accuracy on this task and cortical thickness was subsequently examined within and between groups. RESULTS: Our behavioral results support the notion of category-specific impairments: the TBI group had significantly impaired accuracy for memory for faces and scenes, but not animals. Moreover, the association between cortical thickness and behavioral performance was only significant for faces between groups. CONCLUSION: Taken together, these behavioral and structural findings provide support for an emergent memory account, and highlight that cortical thickness differentially affects episodic memory for specific categories of stimuli.

A Self-Managed Online Mindfulness Program in a University-Wide Learning Management System Orientation Site: A Real-World Ecological Validation Study.

The efficacy of mindfulness-based interventions in randomised-controlled trials and large experimental studies has been demonstrated in university student populations. Whilst these investigations have provided insight into the nature of the delivery of mindfulness-based practices, there has been little research in the implementation of self-managed online student wellbeing and mindfulness programs at university. This ecological validation study conducted in 2020 evaluated a real-world implementation of a large, university-wide, online mindfulness-based program that was accessible fully online via the tertiary institutions' Learning Management System (LMS) student orientation site. The total sample included 833 participants from a range of disciplines and faculties at Monash University, Australia. At the end of the study, 236 (28.3%) participants were retained and completed the follow-up survey. Participants had the option to engage with the fully self-managed online mindfulness program for a 12-week semester. The mindfulness practices were pre-recorded, audio-guided sessions, and 10-15 min in length. Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 18-item Five Facet Mindfulness Questionnaire. Participants who engaged with the mindfulness program over 3 or more weeks showed significant improvements in all three outcome measures, and all participants showed significant improvements in wellbeing at the end of semester. Learning analytics obtained via the LMS revealed that 58.6% (n = 489) had not logged into the mindfulness program at all, almost a third (31.0%, n = 259) logged into the program materials once or twice, and 10.2% (n = 85) of the whole sample engaged with the program actively, having logged in three or more times. The total number of student logins peaked in week 2, reduced between week 2 and week 7 and thereafter activity remained stable until the end of the semester. We hypothesise that the changes in wellbeing, stress and mindfulness at the end of the semester seen in the low engagement participants may partly be explained by the circumstances of COVID-19 restrictions improving. This study has revealed and discusses the complexities of student behaviour and implications for implementing an online mindfulness program in the real- world setting of a university.

Temporal lobe activation during episodic memory encoding following traumatic brain injury.

The temporal lobes are critical for encoding and retrieving episodic memories. The temporal lobes are preferentially disrupted following a traumatic brain injury (TBI), likely contributing to the difficulties observed in episodic memory. However, the underlying neural changes that precipitate or maintain these difficulties in individuals with TBI remains poorly understood. Here, we use functional magnetic resonance imaging (fMRI) to interrogate the relationship between temporal lobe activation and encoding of episodic stimuli. Participants encoded face, scene, and animal stimuli during an fMRI run. In an out-of-scanner task, participants were required to correctly identify previously displayed stimuli over two presentation runs (each in-scanner stimuli presented twice). Forty-three patients with moderate-severe TBI were recruited and compared with 38 demographically similar healthy controls. The pattern of behavioural performance between groups depended on the stimuli presentation run. The TBI group demonstrated poorer episodic memory for faces and scenes during the first presentation, but not the second presentation. When episodic memory was analysed across all presentation runs, behavioural deficits were only apparent for faces. Interestingly, processing of faces emerged as the only between group-difference on fMRI, whereby TBI participants had an increased signal in the middle temporal gyrus extending to the superior temporal sulcus. These findings provide evidence to suggest that following TBI: (a) episodic memory is preferentially impaired for complex stimuli such as faces, and (b) robust behavioural inefficiencies are reflected in increased activation in specific temporal lobe structures during encoding.

Aberrant modulation of brain activity underlies impaired working memory following traumatic brain injury.

Impaired working memory is a common and disabling consequence of traumatic brain injury (TBI) that is caused by aberrant brain processing. However, little is known about the extent to which deficits are perpetuated by specific working memory subprocesses. Using a combined functional magnetic resonance imaging (fMRI) and working memory paradigm, we tested the hypothesis that the pattern of brain activation subserving working memory following TBI would interact with both task demands and specific working memory subcomponents: encoding, maintenance, and retrieval. Forty-three patients with moderate-severe TBI, of whom 25 were in the acute phase of recovery (M = 2.16 months, SD = 1.48 months, range = 0.69 - 6.64 months) and 18 in the chronic phase of recovery (M = 23.44 months, SD = 6.76 months, range = 13.35 - 34.82 months), were compared with 38 demographically similar healthy controls. Behaviourally, we found that working memory deficits were confined to the high cognitive load trials in both acute (P = 0.006) and chronic (P = 0.024) cohorts. Furthermore, results for a subset of the sample (18 chronic TBI and 17 healthy controls) who underwent fMRI revealed that the TBI group showed reduced brain activation when simply averaged across all task trials (regardless of cognitive load or subcomponent). However, interrogation of the subcomponents of working memory revealed a more nuanced pattern of activation. When examined more closely, patterns of brain activity following TBI were found to interact with both task demands and the working memory subcomponent: increased activation was observed during encoding in the left inferior occipital gyrus whereas decreased activation was apparent during maintenance in the bilateral cerebellum and left calcarine sulcus. Taken together, findings indicate an inability to appropriately modulate brain activity according to task demand that is specific to working memory encoding and maintenance.

Psychology Education and Work Readiness Integration: A Call for Research in Australia.

Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students' potential to articulate their learnt work readiness skills once in the workplace.

Parameters of visual processing abnormalities in adults with body image concerns.

Body dysmorphic disorder (BDD), at the extreme end of the body image concern (BIC) spectrum, is thought to be associated with a local (detail-focussed) visual processing bias. Given that the inversion of a stimulus disrupts holistic processing and demands detail-specific attention, this perceptual bias is characterised by superior processing of such inverted stimuli. This study examined the processing bias, via a body-inversion discrimination task, of 26 participants with non-clinical, high-BIC (Dysmophic Concern Questionnaire (DCQ) scores between 11-19) and 26 participants with low-BIC (DCQ scores between 0-4). This study also explored the impact of varying stimuli presentation durations and discrimination difficulties during the inversion task on visual processing. As hypothesised, compared to those with low-BIC, participants with high-BIC demonstrated superior accuracy when discriminating between images of inverted bodies, indicating a local processing bias. Also as hypothesised, this local processing bias selectively manifested only when stimuli were presented for longer durations and at higher discrimination difficulties, revealing the parameters of this, potentially conscious, processing tendency. Consistent with previous research, this study identified a local processing bias in those with high BIC, which may be a predisposing factor for developing BDD. In turn, identifying the parameters (stimulus exposure and stimulus complexity) in which the local bias manifests has implications for future interventions aiming to reverse this perceptual abnormality.

Altering Visual Perception Abnormalities: A Marker for Body Image Concern.

The body image concern (BIC) continuum ranges from a healthy and positive body image, to clinical diagnoses of abnormal body image, like body dysmorphic disorder (BDD). BDD and non-clinical, yet high-BIC participants have demonstrated a local visual processing bias, characterised by reduced inversion effects. To examine whether this bias is a potential marker of BDD, the visual processing of individuals across the entire BIC continuum was examined. Dysmorphic Concern Questionnaire (DCQ; quantified BIC) scores were expected to correlate with higher discrimination accuracy and faster reaction times of inverted stimuli, indicating reduced inversion effects (occurring due to increased local visual processing). Additionally, an induced global or local processing bias via Navon stimulus presentation was expected to alter these associations. Seventy-four participants completed the DCQ and upright-inverted face and body stimulus discrimination task. Moderate positive associations were revealed between DCQ scores and accuracy rates for inverted face and body stimuli, indicating a graded local bias accompanying increases in BIC. This relationship supports a local processing bias as a marker for BDD, which has significant assessment implications. Furthermore, a moderate negative relationship was found between DCQ score and inverted face accuracy after inducing global processing, indicating the processing bias can temporarily be reversed in high BIC individuals. Navon stimuli were successfully able to alter the visual processing of individuals across the BIC continuum, which has important implications for treating BDD.

Interindividual variation in fornix microstructure and macrostructure is related to visual discrimination accuracy for scenes but not faces.

Transection of the nonhuman primate fornix has been shown to impair learning of configurations of spatial features and object-in-scene memory. Although damage to the human fornix also results in memory impairment, it is not known whether there is a preferential involvement of this white-matter tract in spatial learning, as implied by animal studies. Diffusion-weighted MR images were obtained from healthy participants who had completed versions of a task in which they made rapid same/different discriminations to two categories of highly visually similar stimuli: (1) virtual reality scene pairs; and (2) face pairs. Diffusion-MRI measures of white-matter microstructure [fractional anisotropy (FA) and mean diffusivity (MD)] and macrostructure (tissue volume fraction, f) were then extracted from the fornix of each participant, which had been reconstructed using a deterministic tractography protocol. Fornix MD and f measures correlated with scene, but not face, discrimination accuracy in both discrimination tasks. A complementary voxelwise analysis using tract-based spatial statistics suggested the crus of the fornix as a focus for this relationship. These findings extend previous reports of spatial learning impairments after fornix transection in nonhuman primates, critically highlighting the fornix as a source of interindividual variation in scene discrimination in humans.

Brain correlates of experience-dependent changes in stimulus discrimination based on the amount and schedule of exposure.

One product of simple exposure to similar visual stimuli is that they become easier to distinguish. The early visual cortex and other brain areas (such as the prefrontal cortex) have been implicated in such perceptual learning effects, but the anatomical specificity within visual cortex and the relationship between sensory cortex and other brain areas has yet to be examined. Moreover, while variations in the schedule (rather than merely the amount) of exposure influence experience-dependent improvement in discrimination, the neural sequelae of exposure schedule have not been fully investigated. In an event-related fMRI study, participants were exposed to confusable pairs of faces, scenes and dot patterns, using either intermixed or blocked presentation schedules. Participants then performed same/different judgements with exposed and novel pairs of stimuli. Stimulus independent activation, which was correlated with experience-dependent improvement in discrimination, was seen in frontal areas (e.g. frontal and supplementary eye fields and dorsolateral prefrontal cortex) and in early visual cortex (V1-4). In all regions, the difference in activation between exposed and novel stimuli decreased as a function of the degree of discrimination improvement. Overall levels of BOLD activation differed across regions, consistent with the possibility that, as a consequence of experience, processing shifts from initial engagement of early visual regions to higher order visual areas. Similar relationships were observed when contrasting intermixed with blocked exposure, suggesting that the schedule of exposure primarily influences the degree of, rather than the mechanisms for, discrimination performance.

Testing day: The effects of processing bias induced by Navon stimuli on the strength of the Müller-Lyer illusion.

Explanations for the cognitive basis of the Müller-Lyer illusion are still frustratingly mixed. To date, Day's (1989) theory of perceptual compromise has received little empirical attention. In this study, we examine the merit of Day's hypothesis for the Müller-Lyer illusion by biasing participants toward global or local visual processing through exposure to Navon (1977) stimuli, which are known to alter processing level preference for a short time. Participants (N = 306) were randomly allocated to global, local, or control conditions. Those in global or local conditions were exposed to Navon stimuli for 5 min and participants were required to report on the global or local stimulus features, respectively. Subsequently, participants completed a computerized Müller-Lyer experiment where they adjusted the length of a line to match an illusory-figure. The illusion was significantly stronger for participants with a global bias, and significantly weaker for those with a local bias, compared with the control condition. These findings provide empirical support for Day's "conflicting cues" theory of perceptual compromise in the Müller-Lyer illusion.

A critical role for the hippocampus and perirhinal cortex in perceptual learning of scenes and faces: complementary findings from amnesia and FMRI.

It is debated whether subregions within the medial temporal lobe (MTL), in particular the hippocampus (HC) and perirhinal cortex (PrC), play domain-sensitive roles in learning. In the present study, two patients with differing degrees of MTL damage were first exposed to pairs of highly similar scenes, faces, and dot patterns and then asked to make repeated same/different decisions to preexposed and nonexposed (novel) pairs from the three categories (Experiment 1). We measured whether patients would show a benefit of prior exposure (preexposed > nonexposed) and whether repetition of nonexposed (and preexposed) pairs at test would benefit discrimination accuracy. Although selective HC damage impaired learning of scenes, but not faces and dot patterns, broader MTL damage involving the HC and PrC compromised discrimination learning of scenes and faces but left dot pattern learning unaffected. In Experiment 2, a similar task was run in healthy young participants in the MRI scanner. Functional region-of-interest analyses revealed that posterior HC and posterior parahippocampal gyrus showed greater activity during scene pattern learning, but not face and dot pattern learning, whereas PrC, anterior HC, and posterior fusiform gyrus were recruited during discrimination learning for faces, but not scenes and dot pattern learning. Critically, activity in posterior HC and PrC, but not the other functional region-of-interest analyses, was modulated by accuracy (correct > incorrect within a preferred category). Therefore, both approaches revealed a key role for the HC and PrC in discrimination learning, which is consistent with representational accounts in which subregions in these MTL structures store complex spatial and object representations, respectively.

Remembering kith and kin is underpinned by rapid memory updating: implications for exemplar theory.

The formation of stable social attachments requires that the specific physical characteristics of kith and kin are rapidly encoded, and that the resulting memories are updated when these characteristics gradually change. The idea that memories are updated in this way contrasts with influential exemplar models of memory, wherein each new pattern of characteristics should establish a new memory. Here, two experiments demonstrate a rapid form of memory updating in human face processing: An updated memory of a set of images of faces, varying in identity or age, is more likely to develop when these images from part of a gradually changing, rather than an abruptly changing, sequence or stream. These findings, while inconsistent with some exemplar theories, provide both a compelling demonstration of memory updating and insights into the nature of this process. They also represent a fresh impetus for theories wherein memory involves a process of evolution as opposed to mere replication of exemplars.

The role of stimulus comparison in human perceptual learning: effects of distractor placement.

Within-subjects procedures were used to assess the influence of stimulus comparison on perceptual learning in humans. In Experiment 1, participants received intermixed (A, A', A, A',…) or blocked (B, B,…, B', B',…) exposure to pairs of similar female faces. In a subsequent same/different discrimination task, participants were more accurate when the test involved A and A' than when it involved B and B' (or novel faces: C and C'). This perceptual learning effect was reduced by placing a visual distractor (*: either another face or a checkerboard) between successive presentations of the faces during the exposure stage (e.g., A - * - A'). The attenuation of the intermixed versus blocked difference was particularly marked when faces were used as the distractor. In Experiment 2, this reduction in perceptual learning was more marked when * was positioned between the pairs of intermixed faces (i.e., A - * - A') than when it preceded and succeeded those faces (i.e., * - A - A' - *). These results provide the first direct evidence that the opportunity to compare stimuli plays a causal role in supporting perceptual learning. They also support the specific view that perceptual learning reflects an interaction between a short-term habituation process, that ordinarily biases processing away from the frequently presented common elements and toward their less frequently presented unique elements, and a long-term representational process that reflects this bias.

Superior discrimination between similar stimuli after simultaneous exposure.

Human participants received unsupervised exposure to difficult-to-discriminate chequerboard stimuli (e.g., AX and BX), before learning a discrimination between them. Experiment 1 demonstrated that prior exposure enhanced later discrimination and that intermixed exposure (AX, BX, AX, BX ...) resulted in better subsequent discrimination than did blocked exposure (CY, CY ... DY, DY ...). Experiment 2 showed that simultaneous exposure to two similar stimuli (AX-BX, BX-AX ...) facilitated the later acquisition of a successive discrimination, more than successive exposure (AX-AX, BX-BX ...). These results parallel those observed by Mundy, Honey, and Dwyer (2007) who used pictures of human faces as stimuli and establish the generality of the fact that simultaneous exposure produces a particularly marked perceptual learning effect.