Funtional Near Infrared Spectroscopy Study of Language, Joint Attention and Motor Skills

Near infrared spectroscopy (NIRS) is an emerging non-invasive optical neuro imaging technique that monitors the hemodynamic response to brain activation with ms-scale temporal resolution and sub-cm spatial resolution. The overall goal of my dissertation was to develop and apply NIRS towards investigation of neurological response to language, joint attention and planning and execution of motor skills in healthy adults. Language studies were performed to investigate the hemodynamic response, synchrony and dominance feature of the frontal and fronto-temporal cortex of healthy adults in response to language reception and expression. The mathematical model developed based on granger causality explicated the directional flow of information during the processing of language stimuli by the fronto-temporal cortex. Joint attention and planning/ execution of motor skill studies were performed to investigate the hemodynamic response, synchrony and dominance feature of the frontal cortex of healthy adults and in children (5-8 years old) with autism (for joint attention studies) and individuals with cerebral palsy (for planning/execution of motor skills studies). The joint attention studies on healthy adults showed differences in activation as well as intensity and phase dependent connectivity in the frontal cortex during joint attention in comparison to rest. The joint attention studies on typically developing children showed differences in frontal cortical activation in comparison to that in children with autism. The planning and execution of motor skills studies on healthy adults and individuals with cerebral palsy (CP) showed difference in the frontal cortical dominance, that is, bilateral and ipsilateral dominance, respectively. The planning and execution of motor skills studies also demonstrated the plastic and learning behavior of brain wherein correlation was found between the relative change in total hemoglobin in the frontal cortex and the kinematics of the activity performed by the participants. Thus, during my dissertation the NIRS neuroimaging technique was successfully implemented to investigate the neurological response of language, joint attention and planning and execution of motor skills in healthy adults as well as preliminarily on children with autism and individuals with cerebral palsy. These NIRS studies have long-term potential for the design of early stage interventions in children with autism and customized rehabilitation in individuals with cerebral palsy.

Operant and Respondent Procedures to Establish Social Stimuli as Reinforcers in Children with Autism

According to the DSM-IV- TR (American Psychiatric Association, 2000), one of the core deficits in autism is in the impairment of social interaction. Some have suggested that underlying these deficits is the reality that individuals with autism do not find social stimuli to be as reinforcing as other types of stimuli (Dawson, 2008). An interesting and growing body of literature supports the notion that symptoms in autism may be caused by a general reduction in social motivation (Chevallier et al., 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral or ineffective stimuli, including tokens (Ayllon & Azrin, 1968), facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and praise (Dozier et al., 2012). The current study aimed to use operant and respondent procedures to condition social stimuli that were empirically shown to not be reinforcing prior to conditioning. Further, this study aimed to compare the two procedures in their effectiveness to condition social stimuli to function as reinforcers, and in their maintenance of effects over time. Using a multiple-baseline, multi-element design, one social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Finally, the study sought to determine if conditioning social stimuli to function as reinforcers had any effect on the social functioning of young children with autism. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (Sd procedure). Results of a social communication assessment (ESCS, Mundy et al., 2003) before and after conditioning demonstrate gains in all areas of social communication, particularly in the areas of initiating and responding to joint attention.

The neuroscience of cognitive enhancement : enhanced attention, working memory and visual information processing speed using 3D-MOT

Des interventions ciblant l’amélioration cognitive sont de plus en plus à l’intérêt dans nombreux domaines, y compris la neuropsychologie. Bien qu'il existe de nombreuses méthodes pour maximiser le potentiel cognitif de quelqu’un, ils sont rarement appuyé par la recherche scientifique. D’abord, ce mémoire examine brièvement l'état des interventions d'amélioration cognitives. Il décrit premièrement les faiblesses observées dans ces pratiques et par conséquent il établit un modèle standard contre lequel on pourrait et devrait évaluer les diverses techniques ciblant l'amélioration cognitive. Une étude de recherche est ensuite présenté qui considère un nouvel outil de l'amélioration cognitive, une tâche d’entrainement perceptivo-cognitive : 3-dimensional multiple object tracking (3D-MOT). Il examine les preuves actuelles pour le 3D-MOT auprès du modèle standard proposé. Les résultats de ce projet démontrent de l’augmentation dans les capacités d’attention, de mémoire de travail visuel et de vitesse de traitement d’information. Cette étude représente la première étape dans la démarche vers l’établissement du 3D-MOT comme un outil d’amélioration cognitive.

Re-conceptualiser notre expérience de l’environnement audio-visuel qui nous entoure : l’individuation, entre attention et mémoire

Notre mémoire prend en charge de re-conceptualiser notre nouvel environnement audio-visuel et l’expérience que nous en faisons. À l’ère du numérique et de la dissémination généralisée des images animées, nous circonscrivons une catégorie d’images que nous concevons comme la plus à même d’avoir un impact sur le développement humain. Nous les appelons des images-sons synchrono-photo-temporalisées. Plus spécifiquement, nous cherchons à mettre en lumière leur puissance d’affection et de contrôle en démontrant qu’elles ont une influence certaine sur le processus d’individuation, influence qui est grandement facilitée par l’isotopie structurelle qui existe entre le flux de conscience et leur flux d’écoulement. Par le biais des recherches de Bernard Stiegler, nous remarquons également l’important rôle que jouent l’attention et la mémoire dans le processus d’individuation. L’ensemble de notre réflexion nous fait réaliser à quel point le système d’éducation actuel québécois manque à sa tâche de formation citoyenne en ne dispensant pas un enseignement adéquat des images animées.

Descriptive analysis of the test of everyday attention for children in a Spanish normative sample

Introduction. Test of Everyday Attention for Children (TEA-Ch) has been validated in different countries demonstrating that it is an instrument with a correct balance between reliability and duration. Given the shortage of trustworthy instruments of evaluation in our language for infantile population we decide to explore the Spanish version of the TEA-Ch. Methods. We administered TEA-Ch (version A) to a sample control of 133 Spanish children from 6 to 11 years enrolled in school in the Community of Madrid. Four children were selected at random by course of Primary Education, distributing the sex of equivalent form. Descriptive analysis and comparison by ages and sex in each of the TEA-Ch's subtests were conducted to establish a profile of the sample. In order to analyze the effect of the age, subjects were grouped in six sub-samples: 6, 7, 8, 9, 10 and 11 years-old. Results. This first descriptive analysis demonstrates age exerted a significant effect on each measure, due to an important "jump" in children's performance between 6 and 7 years-old. The effect of sex was significant only in two visual attention measures (Sky Search & Map) and interaction age and sex exerted a significant effect only in the dual task (Score DT). Conclusions. The results suggest that the Spanish version of the TEA-Ch (A) might be a useful instrument to evaluate attentional processes in Spanish child population.

Serious games applied to attention deficithyperactivity disorder: development of two games for therapeutic purpose

Attention Deficit-Hyperactivity Disorder is a disease that affects 3 to 5 percent of children globally. Many of those live in areas with very few or no medical professionals qualified to help them. To help assuage this problem a system was developed that allows physicians to accompany their patient’s progress and prescribe treatments. These treatments can be drugs or behavioral exercises. The behavioral exercises were designed in the form of games in order to motivate the patients, children, for the treatment. The system allows the patients to play the prescribed games, under the supervision of their tutors. Each game is designed to improve the patient’s handling of their disease through training in a specific mental component. The objective of this approach is to complement the traditional form of treatment by allowing a physician to prescribe therapeutic games and maintaining the patients under supervision between their regular consultations. The main goal of this project is to provide the patients with a better control of their symptoms that with just traditional therapy. Experimental field tests with children and clinical staff, offer promising results. This research is developed in the context of a financed project involving INESC C (Polytechnic Institute of Leiria delegation), the Santo André Hospital of Leiria, and the start-up company PlusrootOne (that owns the project).

The neuroscience of cognitive enhancement : enhanced attention, working memory and visual information processing speed using 3D-MOT

Des interventions ciblant l’amélioration cognitive sont de plus en plus à l’intérêt dans nombreux domaines, y compris la neuropsychologie. Bien qu'il existe de nombreuses méthodes pour maximiser le potentiel cognitif de quelqu’un, ils sont rarement appuyé par la recherche scientifique. D’abord, ce mémoire examine brièvement l'état des interventions d'amélioration cognitives. Il décrit premièrement les faiblesses observées dans ces pratiques et par conséquent il établit un modèle standard contre lequel on pourrait et devrait évaluer les diverses techniques ciblant l'amélioration cognitive. Une étude de recherche est ensuite présenté qui considère un nouvel outil de l'amélioration cognitive, une tâche d’entrainement perceptivo-cognitive : 3-dimensional multiple object tracking (3D-MOT). Il examine les preuves actuelles pour le 3D-MOT auprès du modèle standard proposé. Les résultats de ce projet démontrent de l’augmentation dans les capacités d’attention, de mémoire de travail visuel et de vitesse de traitement d’information. Cette étude représente la première étape dans la démarche vers l’établissement du 3D-MOT comme un outil d’amélioration cognitive.

Évaluation d'un protocole pour mieux intervenir auprès des enfants ayant un déficit d'attention /hyperactivité et leur famille dans une perspective scolaire

Ces enfants qui bougent sans arrêt captent l'attention d'un nombre important d'intervenants et de chercheurs. À cet effet, des programmes de recherches et d'interventions destinés à décrire la problématique de déficit d'attention hyperactivité (DAH) chez les enfants, à contrecarrer les déficits à la maison de même qu'à l'école sont réalisés. Le manque d'attention, un excès d'agitation de même qu'un comportement impulsif, comportements propres au DAH, sont des facteurs de risques non négligeables dans le développement des problèmes de comportement associés. Il devient donc primordial de centrer nos efforts de recherche et d'intervention sur l'école, lieu où l'enfant vivra plusieurs réussites et/ou échecs pouvant influencer l'estime qu'il a de lui-même. Il est établi que l'estime de soi est un facteur marquant pour le développement de l'enfant. Sans compter que parents et enseignants ont besoin de beaucoup d'énergie afin d'intervenir auprès de ces enfants. Nombre de programmes sont destinés aux habilités parentales et d'autres favorisent l'apprentissage de nouvelles méthodes pédagogiques pour mieux enseigner aux enfants en difficulté. Cependant, peu de programmes sont destinés à favoriser la collaboration entre le milieu scolaire et le milieu familiale afin de maximiser l'aide à apporter à l'enfant. Le but visé par ce travail est de présenter brièvement un contexte théorique sous-jacent à la problématique du DAH, de présenter un protocole d'intervention destiné aux enseignants afin qu'ils initient une collaboration avec les parents et d'étudier le processus d'implantation du protocole dans six écoles de la commission scolaire des Draveurs de Gatineau. Il y a trois parties qui seront décrites et évaluées lors de la présentation du protocole : 1) le dépistage des enfants ayant des comportements propres au DAH ; 2) le partage d'informations avec l'équipe école, le jeune et ses parents ; 3) le choix de moyens à mettre en place à la maison, à l'école et lors des périodes de leçons et devoirs incluant une sensibilisation à la consultation médicale et la médication. L'évaluation de l'utilisation du protocole «pour mieux intervenir auprès du jeune ayant un DAH et de sa famille dans une perspective scolaire » s'est déroulée de janvier 1999 à juin de cette même année dans les écoles primaires. Le but de l'étude est de valider l'utilisation du protocole afin de le perfectionner et le distribuer aux Commissions Scolaires intéressées dans un avenir rapproché. Ce présent travail, effectué dans le cadre d'un essai en psychoéducation à l'Université du Québec à Hull, a pour objectif d'évaluer l'utilisation d'un protocole, qui s'appuie sur une compréhension de la problématique du déficit d'attention/hyperactivité en milieu scolaire. Un contexte théorique faisant un bref survol de diverses thématiques se rapportant au DAH est élaboré. Cette sensibilisation à la réalité qui entoure le DAH nous amène à dégager la problématique spécifique qui concerne la nécessité d'adapter une démarche progressive et systémique réalisée par des intervenants conscients des besoins des différents acteurs dans une perspective scolaire. C'est dans ce contexte que le protocole d'intervention est présenté et évalué : celui-ci vise essentiellement à améliorer l'approche entre l'école et les parents de manière à établir une relation basée sur la confiance et une collaboration qui se traduit par l'efficacité des interventions auprès de l'enfant. Une évaluation descriptive du protocole par les différentes directions ainsi qu'une analyse de contenu en suit. L'élaboration ainsi que l'utilisation des instruments utilisés lors de l'étude sont décrits de même que l'échantillon ayant participé à l'étude. Le document se termine par une synthèse des points importants et des critiques apportées à l'étude.

Mapping and modulating spatial attention asymmetries in young and older adults

Healthy young adults demonstrate a group-level, systematic preference for stimuli presented in the left side of space relative to the right (‘pseudoneglect’) (Bowers & Heilman, 1980). This results in an overestimation of features such as size, brightness, numerosity and spatial frequency in the left hemispace, probably as a result of right cerebral hemisphere dominance for visuospatial attention. This spatial attention asymmetry is reduced in the healthy older population, and can be shifted entirely into right hemispace under certain conditions. Although this rightward shift has been consistently documented in behavioural experiments, there is very little neuroimaging evidence to explain this effect at a neuroanatomical level. In this thesis, I used behavioural methodology and electroencephalography (EEG) to map spatial attention asymmetries in young and older adults. I then use transcranial direct current stimulation (tDCS) to modulate these spatial biases, with the aim of assessing age-related differences in response to tDCS. In the first of three experiments presented in this thesis, I report in Chapter Two that five different spatial attention tasks provide consistent intra-task measures of spatial bias in young adults across two testing days. There were, however, no inter-task correlations between the five tasks, indicating that pseudoneglect is at least partially driven by task-dependent patterns of neural activity. In Chapter Three, anodal tDCS was applied separately to the left (P5) and right (P6) posterior parietal cortex (PPC) in young and older adults, with an aim to improve the detection of stimuli appearing in the contralateral visual field. There were no age differences in response to tDCS, but there were significant differences depending on baseline performance. Relative to a sham tDCS protocol, tDCS applied to the right PPC resulted in maintained visual detection across both visual fields in adults who were good at the task at baseline. In contrast, left PPC tDCS resulted in reduced detection sensitivity across both visual fields in poor performers. Finally, in Chapter Four, I report a right-hemisphere lateralisation of EEG activity in young adults that was present for long (but not short) landmark task lines. In contrast, older adults demonstrated no lateralised activity for either line length, thus providing novel evidence of an age-related reduction of hemispheric asymmetry in older adults. The results of this thesis provide evidence of a highly complex set of factors that underlie spatial attention asymmetries in healthy young and older adults.

Caracterización de la función cognitiva de niños con síndrome de down de 5 a 12 años en la ciudad de Bogotá

Los niños que padecen trisomía 21 poseen una serie de características físicas, neurológicas y neuropsicológicas específicas, las cuales han sido investigadas a profundidad en diferentes países, de lo cual se han desarrollado protocolos de evaluación para estos niños acorde a su nacionalidad (García, 2010). A pesar de que Colombia es uno de los países en los cuales el síndrome de Down se presenta con mayor frecuencia, hasta la fecha, no se encuentran estudios que enfaticen en las habilidades neuropsicológicas de esta población específica, por lo cual no se han desarrollado protocolos de evaluación adecuados para los niños con síndrome este síndrome. Esta investigación se llevó acabo con una población de 88 niños a los cuales se les aplicó el inventario de desarrollo BATTELLE, y se identificó que los niños con síndrome Down de 5 a 12 años obtienen un puntaje que se encuentra en 4 desviaciones estándar por debajo de la media típica. Lo anterior demuestra una característica específica de esta población en cuanto a patrones de desarrollo en las cuales, se evidencia dificultad más importante en las área cognición y de la comunicación expresiva. Con respecto a los intervalos de edad se identificó que a lo largo de estos el desempeño en las áreas evaluadas decrece. esto puede estar relacionado con la mayor complejidad de los hitos del desarrollo para una edad esperada. Debido a que los hitos del desarrollo esperados varían a lo largo de los periodos del ciclo vital del ser humano, estos tienden a aumentar su complejidad en etapas del desarrollo más avanzados; como estos niños poseen una serie de dificultades en las funciones ejecutivas y cognición, no lograrán alcanzar dichos hitos del desarrollo.

Beliefs, Teaching Practice and Proposals for the Attention of Cultural Diversity: the Case of a Costa Rican Teaching and Three Nicaraguans Infants

This article presents data from a research that studied a teacher belief regarding three Nicaraguan students. Specifically, presents findings related to teaching practice and its relation to diverse education proposals. It includes an analysis of four subcategories: daily dynamic of a teacher who works with infants of another culture, students’ assessment in the classroom, discipline strategies to children, and diverse beliefs and proposals. The data shows that, in the classroom, the teacher does not demonstrate different treatment to Nicaraguan and Costa Rican children, suggesting that equal treatment is the strategy per se used by the teacher to solve the issue of cultural diversity in the classroom. On the other hand, discipline is assumed by the teacher with scolding criteria, using a loud tone of voice and aggressive vocabulary.

Attention to Diversity from an Interdisciplinary Perspective: Results from the Final Graduation Project from a Group of Students Majoring in Preschool Education and Special Education

Nowadays, the topic of diversity is being studied, particularly in the field of the formation of future educators, where it is clearly evident in each one of the students. In order to understand this concept and meet the challenges it demands, this investigation, through the experience of action research, looks for a real picture of how this diversity is served in Guanacaste’s rural contexts. This is accomplished by identifying those ways to guide a better teachers’ work, and by taking into account the educational planning and the participation of the different sectors involved in the process of teaching and learning.

Edge-aware Graph Attention Networks: Joint Reasoning On Text and Knowledge Graphs for Biomedical Question Answering

Much of the real-world dataset, including textual data, can be represented using graph structures. The use of graphs to represent textual data has many advantages, mainly related to maintaining a more significant amount of information, such as the relationships between words and their types. In recent years, many neural network architectures have been proposed to deal with tasks on graphs. Many of them consider only node features, ignoring or not giving the proper relevance to relationships between them. However, in many node classification tasks, they play a fundamental role. This thesis aims to analyze the main GNNs, evaluate their advantages and disadvantages, propose an innovative solution considered as an extension of GAT, and apply them to a case study in the biomedical field. We propose the reference GNNs, implemented with methodologies later analyzed, and then applied to a question answering system in the biomedical field as a replacement for the pre-existing GNN. We attempt to obtain better results by using models that can accept as input both node and edge features. As shown later, our proposed models can beat the original solution and define the state-of-the-art for the task under analysis.

Distraction by task-irrelevant stimuli: the effects of endogenous spatial attention and visual working memory load

Salient stimuli, like sudden changes in the environment or emotional stimuli, generate a priority signal that captures attention even if they are task-irrelevant. However, to achieve goal-driven behavior, we need to ignore them and to avoid being distracted. It is generally agreed that top-down factors can help us to filter out distractors. A fundamental question is how and at which stage of processing the rejection of distractors is achieved. Two circumstances under which the allocation of attention to distractors is supposed to be prevented are represented by the case in which distractors occur at an unattended location (as determined by the deployment of endogenous spatial attention) and when the amount of visual working memory resources is reduced by an ongoing task. The present thesis is focused on the impact of these factors on three sources of distraction, namely auditory and visual onsets (Experiments 1 and 2, respectively) and pleasant scenes (Experiment 3). In the first two studies we recorded neural correlates of distractor processing (i.e., Event-Related Potentials), whereas in the last study we used interference effects on behavior (i.e., a slowing down of response times on a simultaneous task) to index distraction. Endogenous spatial attention reduced distraction by auditory stimuli and eliminated distraction by visual onsets. Differently, visual working memory load only affected the processing of visual onsets. Emotional interference persisted even when scenes occurred always at unattended locations and when visual working memory was loaded. Altogether, these findings indicate that the ability to detect the location of salient task-irrelevant sounds and identify the affective significance of natural scenes is preserved even when the amount of visual working memory resources is reduced by an ongoing task and when endogenous attention is elsewhere directed. However, these results also indicate that the processing of auditory and visual distractors is not entirely automatic.

Oscillatory mechanisms of conscious perception and attention

Although the prominent role of neural oscillations in perception and cognition has been continuously investigated, some critical questions remain unanswered. My PhD thesis was aimed at addressing some of them. First, can we dissociate oscillatory underpinnings of perceptual accuracy and subjective awareness? Current work would strongly suggest that this dissociation can be drawn. While the fluctuations in alpha-amplitude decide perceptual bias and metacognitive abilities, the speed of alpha activity (i.e., alpha-frequency) dictates sensory sampling, shaping perceptual accuracy. Second, how are these oscillatory mechanisms integrated during attention? The obtained results indicate that a top-down visuospatial mechanism modulates neural assemblies in visual areas via oscillatory re-alignment and coherence in the alpha/beta range within the fronto-parietal brain network. These perceptual predictions are reflected in the retinotopically distributed posterior alpha-amplitude, while perceptual accuracy is explained by the higher alpha-frequency at the to-be-attended location. Finally, sensory input, elaborated via fast gamma oscillations, is linked to specific phases of this slower activity via oscillatory nesting, enabling integration of the feedback-modulated oscillatory activity with sensory information. Third, how can we relate this oscillatory activity to other neural markers of behaviour (i.e., event-related potentials)? The obtained results favour the oscillatory model of ERP genesis, where alpha-frequency shapes the latency of early evoked-potentials, namely P1, with both neural indices being related to perceptual accuracy. On the other hand, alpha-amplitude dictates the amplitude of later P3 evoked-response, whereas both indices shape subjective awareness. Crucially, by combining different methodological approaches, including neurostimulation (TMS) and neuroimaging (EEG), current work identified these oscillatory-behavior links as causal and not just as co-occurring events. Current work aimed at ameliorating the use of the TMS-EEG approach by explaining inter-individual differences in the stimulation outcomes, which could be proven crucial in the way we design entrainment experiments and interpret the results in both research and clinical settings.