Cerebellar Transcranial Magnetic Stimulation (TMS) Impairs Visual Working Memory.

An increasing body of evidence points to the involvement of the cerebellum in cognition. Specifically, previous studies have shown that the superior and inferior portions of the cerebellum are involved in different verbal working memory (WM) mechanisms as part of two separate cerebro-cerebellar loops for articulatory rehearsal and phonological storage mechanisms. In comparison, our understanding of the involvement of the cerebellum in visual WM remains limited. We have previously shown that performance in verbal WM is disrupted by single-pulse transcranial magnetic stimulation (TMS) of the right superior cerebellum. The present study aimed to expand on this notion by exploring whether the inferior cerebellum is similarly involved in visual WM. Here, we used fMRI-guided, double-pulse TMS to probe the necessity of left superior and left inferior cerebellum in visual WM. We first conducted an fMRI localizer using the Sternberg visual WM task, which yielded targets in left superior and inferior cerebellum. Subsequently, TMS stimulation of these regions at the end of the encoding phase resulted in decreased accuracy in the visual WM task. Differences in the visual WM deficits caused by stimulation of superior and inferior left cerebellum raise the possibility that these regions are involved in different stages of visual WM.

Differences in brain functional networks for audiovisual integration during reading between children and adults.

Building robust letter-to-sound correspondences is a prerequisite for developing reading capacity. However, the neural mechanisms underlying the development of audiovisual integration for reading are largely unknown. This study used functional magnetic resonance imaging in a lexical decision task to investigate functional brain networks that support audiovisual integration during reading in developing child readers (10-12 years old) and skilled adult readers (20-28 years old). The results revealed enhanced connectivity in a prefrontal-superior temporal network (including the right medial frontal gyrus, right superior frontal gyrus, and left superior temporal gyrus) in adults relative to children, reflecting the development of attentional modulation of audiovisual integration involved in reading processing. Furthermore, the connectivity strength of this brain network was correlated with reading accuracy. Collectively, this study, for the first time, elucidates the differences in brain networks of audiovisual integration for reading between children and adults, promoting the understanding of the neurodevelopment of multisensory integration in high-level human cognition.

Cognitive pediatric tele-assessment: a scoping review.

Cognitive tele-assessment (CTA) adoption has increased considerably recently, in parallel with the maturation of the digital technologies that enable it, and the push to move assessment to the online format during the COVID-19 pandemic in 2019. This mode of assessment stems from remote assessment applications that originated in general tele-medicine, where it was typically used for patient screening as part of an intervention. The development of remote tele-medicine was later adapted for CTA in adult populations in tele-neuropsychiatry and tele-psychology and is increasingly applied in experimental research in cognitive science research with adult and pediatric populations, and for remote academic assessment. Compared to in-person assessment, CTA offers advantages such as decreasing time and logistic costs and facilitating the assessment of remote or special needs populations. However, given the novelty of CTA, its technical, methodological, and ethical issues remain poorly understood, especially in cases where methods for assessment of adults are used in pediatric populations. In the current paper, we provide a scoping review on the evolution of remote tele-assessment from the years 2000 to 2021, to identify its main themes, methodologies, and applications, and then focus on the issues of assessment in pediatric populations. Finally, we present recommendations on how to address the challenges previously mentioned.

Verbal working memory in schizophrenia: The role of syntax in facilitating serial recall.

BACKGROUND: Deficits in verbal working memory (VWM) have consistently been observed in schizophrenia, ranging from impairments in capacity, encoding, to irregular semantic organisation. However, syntactic deficits are less well-characterised, despite its crucial role in language construction. This study examines the role of simple syntactic structure (basis of the "sentence superiority effect") in VWM of patients with psychotic disorders. METHODS: Patients with schizophrenia-spectrum disorders (n=40) and healthy controls matched on age, sex and education (n=40) were administered an auditory serial recall task containing word lists with low semantic coherence and either syntactically familiar structure (noun-verb-noun sequence) or syntactically unfamiliar structure. Other neurocognitive measures, symptoms and social functioning of patients were also assessed. RESULTS: A 4-way analysis of variance (group×version×list type×serial position) indicated that patients had significantly worse performance overall, suggesting a generalised verbal memory impairment. In addition, a significant interaction was found for list type and Group, demonstrating that healthy controls, but not patients, had superior performance in syntactically familiar word lists. A subgroup analysis of high-performing patients revealed that the interaction was not an artefact of poor verbal memory, but a selective deficit in syntactic facilitation. CONCLUSIONS: Our findings may suggest segregated mechanisms for maintenance and computational aspects of VWM, and show that even simple syntactic structure facilitates recall of syntactically unfamiliar words lists. Additionally, schizophrenic patients show difficulty utilising syntactic information, which highlights the need to understand the neuropsychological basis of working memory and linguistic impairments in psychosis.

The role of the putamen in language: a meta-analytic connectivity modeling study.

The putamen is a subcortical structure that forms part of the dorsal striatum of basal ganglia, and has traditionally been associated with reinforcement learning and motor control, including speech articulation. However, recent studies have shown involvement of the left putamen in other language functions such as bilingual language processing (Abutalebi et al. 2012) and production, with some authors arguing for functional segregation of anterior and posterior putamen (Oberhuber et al. 2013). A further step in exploring the role of putamen in language would involve identifying the network of coactivations of not only the left, but also the right putamen, given the involvement of right hemisphere in high order language functions (Vigneau et al. 2011). Here, a meta-analytic connectivity modeling technique was used to determine the patterns of coactivation of anterior and bilateral putamen in the language domain. Based on previous evidence, we hypothesized that left putamen coactivations would include brain regions directly associated with language processing, whereas right putamen coactivations would encompass regions involved in broader semantic processes, such as memory and visual imagery. The results showed that left anterior putamen coactivated with clusters predominantly in left hemisphere, encompassing regions directly associated with language processing, a left posterior putamen network spanning both hemispheres, and cerebellum. In right hemisphere, coactivations were in both hemispheres, in regions associated with visual and orthographic processing. These results confirm the differential involvement of right and left putamen in different language components, thus highlighting the need for further research into the role of putamen in language.

Does language dominance affect cognitive performance in bilinguals? Lifespan evidence from preschoolers through older adults on card sorting, Simon, and metalinguistic tasks.

This study explores the extent to which a bilingual advantage can be observed for three tasks in an established population of fully fluent bilinguals from childhood through adulthood. Welsh-English simultaneous and early sequential bilinguals, as well as English monolinguals, aged 3 years through older adults, were tested on three sets of cognitive and executive function tasks. Bilinguals were Welsh-dominant, balanced, or English-dominant, with only Welsh, Welsh and English, or only English at home. Card sorting, Simon, and a metalinguistic judgment task (650, 557, and 354 participants, respectively) reveal little support for a bilingual advantage, either in relation to control or globally. Primarily there is no difference in performance across groups, but there is occasionally better performance by monolinguals or persons dominant in the language being tested, and in one case-in one condition and in one age group-lower performance by the monolinguals. The lack of evidence for a bilingual advantage in these simultaneous and early sequential bilinguals suggests the need for much closer scrutiny of what type of bilingual might demonstrate the reported effects, under what conditions, and why.

Seeing objects through the language glass.

Recent streams of research support the Whorfian hypothesis according to which language affects one's perception of the world. However, studies of object categorization in different languages have heavily relied on behavioral measures that are fuzzy and inconsistent. Here, we provide the first electrophysiological evidence for unconscious effects of language terminology on object perception. Whereas English has two words for cup and mug, Spanish labels those two objects with the word "taza." We tested native speakers of Spanish and English in an object detection task using a visual oddball paradigm, while measuring event-related brain potentials. The early deviant-related negativity elicited by deviant stimuli was greater in English than in Spanish participants. This effect, which relates to the existence of two labels in English versus one in Spanish, substantiates the neurophysiological evidence that language-specific terminology affects object categorization.

Concrete behaviour and reappraisal deficits after a left frontal stroke: a case study.

Concrete behaviour, the inability to disengage from immediate experience in order to manipulate ideas and thoughts, has long been understood to be a common problem after frontal lobe lesions. However, there has been little consideration of the impact that concreteness may have on emotional functioning, specifically in the use of thinking to manipulate emotional responses. One widely studied emotion regulation strategy is reappraisal, which depends on several frontal lobe related cognitive control processes. While there have been numerous neuroimaging findings on reappraisal, no study has used brain injured patients to investigate this issue. The present case study is the first to describe the capacity to generate reappraisals in a patient (Mrs M), whose behaviour became concrete after a left prefrontal stroke. Using a picture-based reappraisal paradigm, her performance was compared to non-concrete brain-lesioned patients, and neurologically healthy controls. Although Mrs M showed relatively preserved overall cognitive function, she was completely unable to spontaneously generate reappraisals. In striking contrast, once external support was offered, in the form of prompts, her capacity to reappraise dramatically improved. The results are analysed in terms of three neuropsychological capacities - all compromised in Mrs M - previously proposed as reappraisal components: response inhibition, abstraction, and verbal fluency. A number of implications for rehabilitation are discussed, including how the use of prompting may facilitate reappraisal capacity.