Cortical brain structure predicts memory of auditory vs ...length from B10 to IMM irrespective of...
Transcript of Cortical brain structure predicts memory of auditory vs ...length from B10 to IMM irrespective of...
Background
Protocol
Analysis, Results & Discussion
Despite a lower general performance, DCD children presented a relative intact motor learning of a rhythmic sequence. In both groups, the accuracy
and the stability of a sensori-motor sequence was increased with auditory vs visual stimulations. However, DCD children present more errors when
auditory stimulations were removed suggesting their auditory modality dependency. This increase correlated with cortical thickness of insula audit
area suggesting that this cortical structure inform about the auditory sequence memory.
Participants
20 typically developing (TD) and 12 DCD right-handed
children (8-12 years old)
Behavioural analysis were performed with circular statistics (Berens, 2009):
• It is still unclear to what extent children with DCD present a deficit in procedural learning We expect that DCD children present a learning
deficit than children without DCD
• The auditory modality actives more a part of striatum than visual modality (Witt et al., 2008). This subcortical structure is supposed to
dysfunction in DCD (Nicolson & Fawcett 2011; Bo et al., 2013) We expect that DCD present a learning deficit with auditory stimuli than
children without DCD
• Studies provide evidence of distinct patterns of cortical thinning of DCD and control children (Langevin et al. 2015) We expect that learning
deficit is correlated with cortical structure in DCD
REFERENCES: Berens (2009) Journal of Statistical Software, 31, 1-21 // Bo et al. (2013) Research in Developmental Disabilities, 2047-2055 // Langevin et al. (2015) Developmental Medicine and Child Neurology, 57, 257-264 // Nicolson & Fawcett (2011) Cortex, 47, 117-127 // Witt et al. (2008) Neuroimage, 42, 343-356.
Cortical brain structure predicts memory of auditory vs visual
rhythmic sequences in Children with and without Developmental
Coordination Disorder (DCD)
Blais M 1, Péran P 1, Chauveau N 1 , Biotteau M 1,2, Maziero S 1,2, Jucla M 2, Albaret J-M 1, Chaix Y 1,3, Tallet J 1
1 Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, France 2 Octogone-Lordat, Toulouse University, UT2J, Toulouse, France
3 Children’s Hospital, CHU Purpan, Toulouse, France
Experimental task
Participants had to learn 2 non-isochronous rhythmic
sequences by tapping with their right index finger on a
keyboard in synchronization with auditory (one sequence)
and visual stimulations (one sequence).
2 Sequences on 2 Modalities (Auditory and Visual)
Fig.1. Illustration of the 2 sequences in the 2 modalities
For each sequence (one by modality), each participant
practiced 30 trials (10 blocs of 3 trials). After each trial, a
visual feedback of the performance was given. At the end of
the practice session, 3 trials without stimulation were
performed to test the immediate retention (IMM). Finally, all
children (excepted 1 DCD children) performed a magnetic
resonance imaging.
Protocol
→ LEARNING: ANOVA Group (2) x Modality (2) x Practice (10) on angular vector, vector length and error
→ RETENTION: ANOVA Group (2) x Modality (2) x Retention (2) on angular vector, vector length and error
→ Correlation between significant behavioural results and cortical thickness
Fig. 2. Representation of responses (red circles)
for one trial that yield a resultant vector (blue)
Sequence 1, Auditory modality
Sequence 2, Auditory modality
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Sequence 1, Visual modality
Sequence 2, Visual modality
→ Angular vector (accuracy)
corresponds to the time difference between the tap
responses and the apparition of the stimulations.
→ Vector Length (stability) varying between 0 and 1.
→ Number of Errors corresponds to omissions and
additional taps
• PRACTICE: Higher decrease of angular vector (Fig 4), error (Fig 6a) and increase
of vector length (Fig 5) from B1 to B10 for auditory than visual stimulations
Fig.4: Mean of the angular vector (± SE) for Visual
and Auditory stimulations irrespective of the Group
• Significant correlation between the
difference of error from IMM to B10 of
DCD group for auditory modality and
cortical thickness of insula audit (Fig 6b)
Fig.6a: Mean of the error (± SE) fof TD and DCD group or Visual and Auditory stimulations. b. Correlation between
the difference of error from IMM – B10 of TD and DCD group for auditory modality and cortical thickness of insula
audit
• RETENTION: Higher increase of angular vector and decrease of vector
length from B10 to IMM irrespective of the group and modality.
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Stimulus
→ Cortical thickness of 11 regions of interest
from MRI T1
Fig.5: Mean of the vector length (± SE) for Visual
and Auditory stimulations irrespective of the Group
Fig. 3. Exemple of a T1 of one participant and illustration of the cortical thickness
Neural analysis were performed with Corthizon Toolbox :
• Higher increase of number of errors
from B10 to IMM of DCD group for
Auditory modality (Fig 6a)