Modulations of Insular Projections by Prior Belief Mediate the Precision of Prediction Error during Tactile Learning.

Awareness for surprising sensory events is shaped by prior belief inferred from past experience. Here, we combined hierarchical Bayesian modeling with fMRI on an associative learning task in 28 male human participants to characterize the effect of the prior belief of tactile events on connections mediating the outcome of perceptual decisions. Activity in anterior insular cortex (AIC), premotor cortex (PMd), and inferior parietal lobule (IPL) were modulated by prior belief on unexpected targets compared with expected targets. On expected targets, prior belief decreased the connection strength from AIC to IPL, whereas it increased the connection strength from AIC to PMd when targets were unexpected. Individual differences in the modulatory strength of prior belief on insular projections correlated with the precision that increases the influence of prediction errors on belief updating. These results suggest complementary effects of prior belief on insular-frontoparietal projections mediating the precision of prediction during probabilistic tactile learning.SIGNIFICANCE STATEMENT In a probabilistic environment, the prior belief of sensory events can be inferred from past experiences. How this prior belief modulates effective brain connectivity for updating expectations for future decision-making remains unexplored. Combining hierarchical Bayesian modeling with fMRI, we show that during tactile associative learning, prior expectations modulate connections originating in the anterior insula cortex and targeting salience-related and attention-related frontoparietal areas (i.e., parietal and premotor cortex). These connections seem to be involved in updating evidence based on the precision of ascending inputs to guide future decision-making.

Confidence in Decision-Making during Probabilistic Tactile Learning Related to Distinct Thalamo-Prefrontal Pathways.

The flexibility in adjusting the decision strategy from trial to trial is a prerequisite for learning in a probabilistic environment. Corresponding neural underpinnings remain largely unexplored. In the present study, 28 male humans were engaged in an associative learning task, in which they had to learn the changing probabilistic strengths of tactile sample stimuli. Combining functional magnetic resonance imaging with computational modeling, we show that an unchanged decision strategy over successively presented trials related to weakened functional connectivity between ventralmedial prefrontal cortex (vmPFC) and left secondary somatosensory cortex. The weaker the connection strength, the faster participants indicated their choice. If the decision strategy remained unchanged, participant's decision confidence (i.e., prior belief) was related to functional connectivity between vmPFC and right pulvinar. While adjusting the decision strategy, we instead found confidence-related connections between left orbitofrontal cortex and left thalamic mediodorsal nucleus. The stronger the participant's prior belief, the weaker the connection strengths. Together, these findings suggest that distinct thalamo-prefrontal pathways encode the confidence in keeping or changing the decision strategy during probabilistic learning. Low confidence in the decision strategy demands more thalamo-prefrontal processing resources, which is in-line with the theoretical accounts of the free-energy principle.

A Demonstrative Tactile Method to Guide Mandibular Movements.

Dental practitioners often require patients to perform specific mandibular movements (protrusive, retrusive, and lateral) in order to make centric relation and eccentric records. Occasionally, patients are unable to comprehend and perform the desired movements, even after repeated instructions. This article describes a quick, simple, and easy-to-follow technique to help guide patients with their mandibular movements.

Local GABA Concentration Predicts Perceptual Improvements After Repetitive Sensory Stimulation in Humans.

Learning mechanisms are based on synaptic plasticity processes. Numerous studies on synaptic plasticity suggest that the regulation of the inhibitory neurotransmitter γ-aminobutyric acid (GABA) plays a central role maintaining the delicate balance of inhibition and excitation. However, in humans, a link between learning outcome and GABA levels has not been shown so far. Using magnetic resonance spectroscopy of GABA prior to and after repetitive tactile stimulation, we show here that baseline GABA+ levels predict changes in perceptual outcome. Although no net changes in GABA+ are observed, the GABA+ concentration prior to intervention explains almost 60% of the variance in learning outcome. Our data suggest that behavioral effects can be predicted by baseline GABA+ levels, which provide new insights into the role of inhibitory mechanisms during perceptual learning.

The impact and specificity of nerve perturbation on novel vibrotactile sensory letter learning.

The purposes of this study were to determine if induced radiating paresthesia interferes with (a) acquisition and/or (b) utilization of complex tactile information, and (c) identify whether interference reflects tactile masking or response competition. Radiating ulnar (experiment 1) and median (experiment 2) nerve paresthesia was quantified on ulnar innervated vibrotactile Morse code letter acquisition and recollection tasks. Induced paresthesia differentially impacted letter acquisition and recollection, but only when presented to the same anatomical spatial location.

Transfer of Tactile Learning to Untrained Body Parts: Emerging Cortical Mechanisms.

Pioneering investigations in the mid-19th century revealed that the perception of tactile cues presented to the surface of the skin improves with training, which is referred to as tactile learning. Surprisingly, tactile learning also occurs for body parts and skin locations that are not physically involved in the training. For example, after training of a finger, tactile learning transfers to adjacent untrained fingers. This suggests that the transfer of tactile learning follows a somatotopic pattern and involves brain regions such as the primary somatosensory cortex (S1), in which the trained and untrained body parts and skin locations are represented close to each other. However, other results showed that transfer occurs between body parts that are not represented close to each other in S1-for example, between the hand and the foot. These and similar findings have led to the suggestion of additional cortical mechanisms to explain the transfer of tactile learning. Here, different mechanisms are reviewed, and the extent to which they can explain the transfer of tactile learning is discussed. What all of these mechanisms have in common is that they assume a representational or functional relationship between the trained and untrained body parts and skin locations. However, none of these mechanisms alone can explain the complex pattern of transfer results, and it is likely that different mechanisms interact to enable transfer, perhaps in concert with higher somatosensory and decision-making areas.

Student engagement and comprehension using tactile and virtual learning.

PURPOSE/OBJECTIVES: Dental students' levels of engagement and comprehension were assessed using tactile learning (with physical teeth) versus virtual learning (using computer images) in a dental histology course. Differences in engagement and comprehension by learning preferences were also examined. METHODS: One hundred first-year dental students were randomly divided into twenty teams of five students. Conditions were counterbalanced such that half the students were given physical tooth models (Group A) while the other half were given access to virtual images of tooth models (Group B) during the first session. Conditions were switched for a second session. Both groups completed the same learning exercise and formative assessment (quiz) after each session. A survey assessed students' learning preferences and attitudes. RESULTS: There were no differences by group assignment in both formative assessment scores and learning preferences (p > 0.10). For all students, comprehension of material was significantly higher in the tactile condition (with physical teeth) compared to the virtual experience (p = 0.01), but there was no difference in engagement between conditions (p = 0.35). Students who preferred learning with physical tooth models had higher engagement when using the physical tooth models compared to those who preferred virtual tooth models (p = 0.04), and significantly more positive attitudes toward physical tooth models (p's < 0.0001). CONCLUSION: Results suggest that for dental students, learning activities involving handling physical teeth may produce greater comprehension than viewing virtual images of teeth on a screen. More research is needed to determine the circumstances when virtual images can be substituted for physical models or be a beneficial adjunct method.

A Hands-on Activity for V(D)J Recombination in an Undergraduate Immunology Class.

This learning activity teaches the difficult concept of V(D)J recombination as it occurs in B cells. Following the traditional lecture, this hands-on activity uses pipe cleaners of various colors representing variable, joining, and diversity gene segments and recombination signal sequences. Students are provided with instructions for using the pipe cleaners to assemble specific light and heavy immunoglobulin chains. Students each assemble their own light and heavy chains and compare the products made by classmates. This activity uses materials that are easy and affordable to acquire and provides a tactile approach to reinforcing concepts that students often struggle to visualize and master from lecture and textbook material alone.

Boost event-driven tactile learning with location spiking neurons.

Tactile sensing is essential for a variety of daily tasks. Inspired by the event-driven nature and sparse spiking communication of the biological systems, recent advances in event-driven tactile sensors and Spiking Neural Networks (SNNs) spur the research in related fields. However, SNN-enabled event-driven tactile learning is still in its infancy due to the limited representation abilities of existing spiking neurons and high spatio-temporal complexity in the event-driven tactile data. In this paper, to improve the representation capability of existing spiking neurons, we propose a novel neuron model called "location spiking neuron," which enables us to extract features of event-based data in a novel way. Specifically, based on the classical Time Spike Response Model (TSRM), we develop the Location Spike Response Model (LSRM). In addition, based on the most commonly-used Time Leaky Integrate-and-Fire (TLIF) model, we develop the Location Leaky Integrate-and-Fire (LLIF) model. Moreover, to demonstrate the representation effectiveness of our proposed neurons and capture the complex spatio-temporal dependencies in the event-driven tactile data, we exploit the location spiking neurons to propose two hybrid models for event-driven tactile learning. Specifically, the first hybrid model combines a fully-connected SNN with TSRM neurons and a fully-connected SNN with LSRM neurons. And the second hybrid model fuses the spatial spiking graph neural network with TLIF neurons and the temporal spiking graph neural network with LLIF neurons. Extensive experiments demonstrate the significant improvements of our models over the state-of-the-art methods on event-driven tactile learning, including event-driven tactile object recognition and event-driven slip detection. Moreover, compared to the counterpart artificial neural networks (ANNs), our SNN models are 10× to 100× energy-efficient, which shows the superior energy efficiency of our models and may bring new opportunities to the spike-based learning community and neuromorphic engineering. Finally, we thoroughly examine the advantages and limitations of various spiking neurons and discuss the broad applicability and potential impact of this work on other spike-based learning applications.

3D printing ophthalmology related models for enhancing learning through the concept of puzzle assembly - A comprehensive self-learning tactile tool kit.

Practical sessions facilitate teaching, critical thinking, and coping skills, especially among medical students and professionals. Currently, in ophthalmology, virtual and augmented reality are employed for surgical training by using three-dimensional (3D) eyeball models. These 3D models when printed can be used not only for surgical training but also in teaching ophthalmic residents and fellows for concept learning through tactile 3D puzzle assembly. 3D printing is perfectly suited for the creation of complex bespoke items in a cost-effective manner, making it ideal for rapid prototyping. Puzzle making, when combined with 3D printing can evolve into a different level of learning in the field of ophthalmology. Though various 3D eyeball models are currently available, complex structures such as the cerebral venous system and the circle of Willis have never been 3D printed and presented as 3D puzzles for assembling and learning. According to our knowledge, this concept of ophthalmic pedagogy has never been reported. In this manuscript, we discuss in detail the 3D models created by us (patent pending), for printing into multiple puzzle pieces for effective tactile learning by cognitive assembling.

Anatomical Models versus Nontactile Distanced Learning in Otolaryngology Teaching.

Introduction Medical schools in the United Kingdom are under increasing pressure to provide more streamlined, applicable teaching due to rising numbers of trainee doctors but are failing to meet their educational need for otolaryngology. The recent novel coronavirus disease 2019 (COVID-19) pandemic has placed additional pressures on medical schools to adapt the medium over which the curriculum is delivered. The use of tactile learning with three-dimensional models and distanced learning via videoconferencing may provide alternative teaching methods to meet otolaryngology undergraduate learning requirements. This pilot study aimed to assess the differences in undergraduate student attitudes toward tactile learning via nontactile distanced learning and review their acceptability among this cohort. Methods Two groups of medical students observed a single educational event on the larynx and management of the airway. The learning opportunity was delivered in a lecture format with the lecturer demonstrating on an anatomical model of the larynx. Group one (tactile group) had an identical model to interact with during the lecture and were present within the lecture theater; group two (nontactile group) did not and observed the lecture via video link. Students were asked to rank their opinion to several statements about the session based on an 11-point Likert's scale and give qualitative feedback. Results All ranked feedback was mainly positive. Tactile learning was statistically equivalent to nontactile learning based on the ranked feedback from the students, except for "improvement in anatomical knowledge," for which the students believed tactile learning was superior ( p = 0.017). A variety of qualitative feedback was received by both groups. Conclusion This pilot study provides evidence for the acceptability among students of the use of nontactile distanced learning to deliver the otolaryngology undergraduate curriculum compared with tactile learning. This can provide the basis for larger studies to assess the educational impact of these different teaching methods.

Alcohol and nicotine co-Administration during pregnancy and lactation periods alters sensory discrimination of adult NMRI mice offspring.

The present study investigated the impacts of alcohol, nicotine, and their co-administration during pregnancy and lactation on sensory information processing including visual, tactile, and auditory discrimination in adult NMRI mice offspring. Pregnant mice were injected with saline or 20% alcohol (3 g/kg), or nicotine (1 mg/kg) or their co-administration alcohol+nicotine, intraperitoneally until the end of lactation. The offspring were separated from their mothers after lactation period on postnatal day (PND) 28. The locomotor activity, novel object recognition-dependent on visual system (NOR-VS), novel texture discrimination- dependent on somatosensory system (NTR-SS), and acoustic startle reflex were evaluated in PND90. The results revealed no statistical significance for locomotor activity of alcohol, nicotine, and co-administration alcohol+nicotine groups compared to the saline group in the open field task. The results, however, showed a significant decline in the ability of novel object discrimination in the nicotine and co-administration alcohol + nicotine groups compared to the saline group (P < 0.05) in the NOR-VS task. In the NTR-SS and acoustic startle reflex tasks, texture discrimination and the prepulse inhibition abilities in the offspring administered with nicotine and alcohol alone were reduced when compared to the saline group. Also, co-administration of alcohol+nicotine groups showed a decline in the aforementioned tests compared to the saline group (P <0.05). Administration of alcohol and nicotine during fetal and postpartum development disrupts sensory processing of inputs of visual, tactile, and auditory systems in adult mice.

Somatosensory Integration and Masking of Complex Tactile Information: Peripheral and Cortical Contributions.

Nerve paresthesia is a sensory impairment experienced in clinical conditions such as diabetes. Paresthesia may "mask" or "compete" with meaningful tactile information in the patient's sensory environment. The two objectives of the present study were: (1) to determine if radiating paresthesia produces a peripheral mask, a central mask, or a combination; (2) to determine if a response competition experimental design reveals changes in somatosensory integration similar to a masking design. Experiment 1 assessed the degree of masking caused by induced radiating ulnar nerve paresthesia (a concurrent non-target stimulus) on a vibrotactile Morse code letter acquisition task using both behavioral and neurophysiological measures. Experiment 2 used a response competition design by moving the radiating paresthesia to the median nerve. This move shifted the concurrent non-target stimulus to a location spatially removed from the target stimuli. The task, behavioral and neurophysiological measures remained consistent. The induced paresthesia impacted letter acquisition differentially depending on the relative location of meaningful and non-meaningful stimulation. Paresthesia acted as a peripheral mask when presented to overlapping anatomical stimulation areas, and a central mask when presented at separate anatomical areas. These findings are discussed as they relate to masking, subcortical, and centripetal gating.

Use of Peripheral Sensory Information for Central Nervous Control of Arm Movement by Octopus vulgaris.

Octopuses are active predators with highly flexible bodies and rich behavioral repertoires [1-3]. They display advanced cognitive abilities, and the size of their large nervous system rivals that of many mammals. However, only one third of the neurons constitute the CNS, while the rest are located in an elaborate PNS, including eight arms, each containing myriad sensory receptors of various modalities [2-4]. This led early workers to question the extent to which the CNS is privy to non-visual sensory input from the periphery and to suggest that it has limited capacity to finely control arm movement [3-5]. This conclusion seemed reasonable considering the size of the PNS and the results of early behavioral tests [3, 6-8]. We recently demonstrated that octopuses use visual information to control goal-directed complex single arm movements [9]. However, that study did not establish whether animals use information from the arm itself [9-12]. We here report on development of two-choice, single-arm mazes that test the ability of octopuses to perform operant learning tasks that mimic normal tactile exploration behavior and require the non-peripheral neural circuitry to use focal sensory information originating in single arms [1, 10]. We show that the CNS of the octopus uses peripheral information about arm motion as well as tactile input to accomplish learning tasks that entail directed control of movement. We conclude that although octopus arms have a great capacity to act independently, they are also subject to central control, allowing well-organized, purposeful behavior of the organism as a whole.

Artificially Intelligent Tactile Ferroelectric Skin.

Lightweight and flexible tactile learning machines can simultaneously detect, synaptically memorize, and subsequently learn from external stimuli acquired from the skin. This type of technology holds great interest due to its potential applications in emerging wearable and human-interactive artificially intelligent neuromorphic electronics. In this study, an integrated artificially intelligent tactile learning electronic skin (e-skin) based on arrays of ferroelectric-gate field-effect transistors with dome-shape tactile top-gates, which can simultaneously sense and learn from a variety of tactile information, is introduced. To test the e-skin, tactile pressure is applied to a dome-shaped top-gate that measures ferroelectric remnant polarization in a gate insulator. This results in analog conductance modulation that is dependent upon both the number and magnitude of input pressure-spikes, thus mimicking diverse tactile and essential synaptic functions. Specifically, the device exhibits excellent cycling stability between long-term potentiation and depression over the course of 10 000 continuous input pulses. Additionally, it has a low variability of only 3.18%, resulting in high-performance and robust tactile perception learning. The 4 × 4  device array is also able to recognize different handwritten patterns using 2-dimensional spatial learning and recognition, and this is successfully demonstrated with a high degree accuracy of 99.66%, even after considering 10% noise.

Tactile learning in rodents: Neurobiology and neuropharmacology.

Animal models of learning and memory have been the subject of considerable research. Rodents such as mice and rats are nocturnal animals with poor vision, and their survival depends on their sense of touch. Recent reports have shown that whisker somatosensation is the main channel through which rodents collect and process environmental information. This review describes tactile learning in rodents from a neurobiological and neuropharmacological perspective, and how this is involved in memory-related processes.

Peripheral optogenetic stimulation induces whisker movement and sensory perception in head-fixed mice.

We discovered that optical stimulation of the mystacial pad in Emx1-Cre;Ai27D transgenic mice induces whisker movements due to activation of ChR2 expressed in muscles controlling retraction and protraction. Using high-speed videography in anesthetized mice, we characterize the amplitude of whisker protractions evoked by varying the intensity, duration, and frequency of optogenetic stimulation. Recordings from primary somatosensory cortex (S1) in anesthetized mice indicated that optogenetic whisker pad stimulation evokes robust yet longer latency responses than mechanical whisker stimulation. In head-fixed mice trained to report optogenetic whisker pad stimulation, psychometric curves showed similar dependence on stimulus duration as evoked whisker movements and S1 activity. Furthermore, optogenetic stimulation of S1 in expert mice was sufficient to substitute for peripheral stimulation. We conclude that whisker protractions evoked by optogenetic activation of whisker pad muscles results in cortical activity and sensory perception, consistent with the coding of evoked whisker movements by reafferent sensory input.

Learning at old age: a study on winter bees.

Ageing is often accompanied by a decline in learning and memory abilities across the animal kingdom. Understanding age-related changes in cognitive abilities is therefore a major goal of current research. The honey bee is emerging as a novel model organism for age-related changes in brain function, because learning and memory can easily be studied in bees under controlled laboratory conditions. In addition, genetically similar workers naturally display life expectancies from 6 weeks (summer bees) to 6 months (winter bees). We studied whether in honey bees, extreme longevity leads to a decline in cognitive functions. Six-month-old winter bees were conditioned either to odours or to tactile stimuli. Afterwards, long-term memory and discrimination abilities were analysed. Winter bees were kept under different conditions (flight/no flight opportunity) to test for effects of foraging activity on learning performance. Despite their extreme age, winter bees did not display an age-related decline in learning or discrimination abilities, but had a slightly impaired olfactory long-term memory. The opportunity to forage indoors led to a slight decrease in learning performance. This suggests that in honey bees, unlike in most other animals, age per se does not impair associative learning. Future research will show which mechanisms protect winter bees from age-related deficits in learning.