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Musicians outperform non-musicians in vocal emotion recognition, but the underlying mechanisms are still debated. Behavioral measures highlight the importance of auditory sensitivity towards emotional voice cues. However, it remains unclear whether and how this group difference is reflected at the brain level. Here, we compared event-related potentials (ERPs) to acoustically manipulated voices between musicians (n = 39) and non-musicians (n = 39). We used parameter-specific voice morphing to create and present vocal stimuli that conveyed happiness, fear, pleasure, or sadness, either in all acoustic cues or selectively in either pitch contour (F0) or timbre. Although the fronto-central P200 (150–250 ms) and N400 (300–500 ms) components were modulated by pitch and timbre, differences between musicians and non-musicians appeared only for a centro-parietal late positive potential (500–1000 ms). Thus, this study does not support an early auditory specialization in musicians but suggests instead that musicality affects the manner in which listeners use acoustic voice cues during later, controlled aspects of emotion evaluation. [ABSTRACT FROM AUTHOR]

Objective: Anxiety disorders are a frequent psychiatric condition in patients with epilepsy. Anticipatory anxiety of seizures (AAS) is described as a daily persistent fear or excessive worry of having a seizure. AAS seems to be related to "subjective ictal anxiety" reported by patients. The current study aimed to assess the association between objective ictal features and the presence of AAS. Methods: Ninety‐one patients with drug‐resistant focal epilepsy underwent a standardized psychiatric assessment, specific for epilepsy, and presurgical long‐term video‐electroencephalography (EEG) or stereo‐EEG (SEEG). We compared seizure semiology and epilepsy features of patients with AAS (n = 41) to those of patients without AAS (n = 50). We analyzed emotional and motor behavior ictal signs as well as ictal consciousness. We further assessed amygdala ictal involvement in seizures recorded with SEEG (n = 28). Results: AAS was significantly associated with the presence of ictal emotional distress; negative emotional behavior (p <.01) and negative emotion were explicitly reported to the examiner during recording (p =.015), regardless of the ictal level of consciousness. Among the patients recorded with SEEG, we found a significant involvement of amygdala within the seizure onset zone (p <.01) for patients with AAS. Significance: Higher risk of developing AAS is associated with seizures expressing negative emotional symptoms, independently of ictal consciousness level. Persistent interictal fear of seizures might be viewed as the consequence of a reinforcement of the emotional networks secondary to amygdala involvement in seizures of temporal origin. Physicians should screen for AAS not only to assess the impact of epilepsy on daily life, but also as an interictal biomarker of ictal semiology and emotional network involvement at seizure onset. [ABSTRACT FROM AUTHOR]

From an early age, exposure to a spoken language has allowed us to implicitly capture the structure underlying the succession of speech sounds in that language and to segment it into meaningful units (words). Statistical learning (SL), the ability to pick up patterns in the sensory environment without intention or reinforcement, is thus assumed to play a central role in the acquisition of the rule-governed aspects of language, including the discovery of word boundaries in the continuous acoustic stream. Although extensive evidence has been gathered from artificial languages experiments showing that children and adults are able to track the regularities embedded in the auditory input, as the probability of one syllable to follow another syllable in the speech stream, the developmental trajectory of this ability remains controversial. In this work, we have collected Event-Related Potentials (ERPs) while 5-year-old children and young adults (university students) were exposed to a speech stream made of the repetition of eight three-syllable nonsense words presenting different levels of predictability (high vs. low) to mimic closely what occurs in natural languages and to get new insights into the changes that the mechanisms underlying auditory statistical learning (aSL) might undergo through the development. The participants performed the aSL task first under implicit and, subsequently, under explicit conditions to further analyze if children take advantage of previous knowledge of the to-be-learned regularities to enhance SL, as observed with the adult participants. These findings would also contribute to extend our knowledge of the mechanisms available to assist SL at each developmental stage. Although behavioral signs of learning, even under explicit conditions, were only observed for the adult participants, ERP data showed evidence of online segmentation in the brain in both groups, as indexed by modulations in the N100 and N400 components. A detailed analysis of the neural data suggests, however, that adults and children rely on different mechanisms to assist the extraction of word-like units from the continuous speech stream, hence supporting the view that SL with auditory linguistic materials changes through development. [ABSTRACT FROM AUTHOR]

Statistical learning (SL), the process of extracting regularities from the environment, is a fundamental skill of our cognitive system to structure the world regularly and predictably. SL has been studied using mainly behavioral tasks under implicit conditions and with triplets presenting the same level of difficulty, i.e., a mean transitional probability (TP) of 1.00. Yet, the neural mechanisms underlying SL under other learning conditions remain largely unknown. Here, we investigated the neurofunctional correlates of SL using triplets (i.e., three-syllable nonsense words) with a mean TP of 1.00 (easy “words”) and 0.50 (hard “words”) in an SL task performed under incidental (implicit) and intentional (explicit) conditions, to determine whether the same core mechanisms were recruited to assist learning. Event-related potentials (ERPs) were recorded while participants listened firstly to a continuous auditory stream made of the concatenation of four easy and four hard “words” under implicit instructions, and subsequently to another auditory stream made of the concatenation of four easy and four hard “words” drawn from another artificial language under explicit instructions. The stream in each of the SL tasks was presented in two consecutive blocks of ~3.5-min each (~7-min in total) to further examine how ERP components might change over time. Behavioral measures of SL were collected after the familiarization phase of each SL task by asking participants to perform a two-alternative forced-choice (2-AFC) task. Results from the 2-AFC tasks revealed a moderate but reliable level of SL, with no differences between conditions. ERPs were, nevertheless, sensitive to the effect of TPs, showing larger amplitudes of N400 for easy “words,” as well as to the effect of instructions, with a reduced N250 for “words” presented under explicit conditions. Also, significant differences in the N100 were found as a result of the interaction between TPs, instructions, and the amount of exposure to the auditory stream. Taken together, our findings suggest that triplets’ predictability impacts the emergence of “words” representations in the brain both for statistical regularities extracted under incidental and intentional instructions, although the prior knowledge of the “words” seems to favor the recruitment of different SL mechanisms.

Statistical learning (SL), the process of extracting regularities from the environment, is a fundamental skill of our cognitive system to structure the world regularly and predictably. SL has been studied using mainly behavioral tasks under implicit conditions and with triplets presenting the same level of difficulty, i.e., a mean transitional probability (TP) of 1.00. Yet, the neural mechanisms underlying SL under other learning conditions remain largely unknown. Here, we investigated the neurofunctional correlates of SL using triplets (i.e., three-syllable nonsense words) with a mean TP of 1.00 (easy "words") and 0.50 (hard "words") in an SL task performed under incidental (implicit) and intentional (explicit) conditions, to determine whether the same core mechanisms were recruited to assist learning. Event-related potentials (ERPs) were recorded while participants listened firstly to a continuous auditory stream made of the concatenation of four easy and four hard "words" under implicit instructions, and subsequently to another auditory stream made of the concatenation of four easy and four hard "words" drawn from another artificial language under explicit instructions. The stream in each of the SL tasks was presented in two consecutive blocks of ~3.5-min each (~7-min in total) to further examine how ERP components might change over time. Behavioral measures of SL were collected after the familiarization phase of each SL task by asking participants to perform a two-alternative forced-choice (2-AFC) task. Results from the 2-AFC tasks revealed a moderate but reliable level of SL, with no differences between conditions. ERPs were, nevertheless, sensitive to the effect of TPs, showing larger amplitudes of N400 for easy "words," as well as to the effect of instructions, with a reduced N250 for "words" presented under explicit conditions. Also, significant differences in the N100 were found as a result of the interaction between TPs, instructions, and the amount of exposure to the auditory stream. Taken together, our findings suggest that triplets' predictability impacts the emergence of "words" representations in the brain both for statistical regularities extracted under incidental and intentional instructions, although the prior knowledge of the "words" seems to favor the recruitment of different SL mechanisms. [ABSTRACT FROM AUTHOR]

The interaction between recognition memory and emotion has become a research hotspot in recent years. Dual process theory posits that familiarity and recollection are two separate processes contributing to recognition memory, but further experimental evidence is needed. The present study explored the emotional context effects on successful and unsuccessful source retrieval amongst 15 high-trait-anxiety college students by using event-related potentials (ERPs) measurement. During study, a happy, fearful, or neutral face picture firstly was displayed, then a Chinese word was superimposed centrally on the picture and subjects were asked to remember the word and the corresponding type of picture. During test participants were instructed to press one of four buttons to indicate whether displayed word was an old or new word? And then, for old word, indicate whether it had been shown with a fearful, happy or neutral face during study. ERPs were generally more positive for remembered words than for new words and the ERP difference was termed as an old/new effect. It was found that, for successful source retrieval (it meaned both item and source were remembered accurately) between 500 and 700ms (corresponding to a late positive component, LPC), there were significant old/new effects in all contexts. However, for unsuccessful source retrieval (it meaned the correct recognition of old items matched with incorrect source attribution), there were no significant old/new effects in happy and neutral contexts, though significant old/ new effects were observed in the fearful context. Between 700 and 1200ms (corresponding to a late slow wave, LSW), there were significant old/new effects for successful source retrieval in happy and neutral contexts. However, in the fearful context, the old/new effects were reversed, ERPs were more negative for successful source retrieval compared to correct rejections. Moreover, there were significant emotion effects for successful source retrieval at this time window. Further analysis showed ERPs of old items were more negative in fearful context than in neutral context. The results showed that early unsuccessful fearful source retrieval processes (related to familiarity) were enhanced, but late successful fearful source retrieval processes during source retrieval monitoring (related to recollection) were weakened. This provided preliminary

• Longitudinal evaluation of motor imagery practice in distinct feedback scenarios. • Only actual neurofeedback yielded increased event-related desynchronizations. • Virtually no changes in the no-feedback (control) group. • Placebo effects may impact motor imagery practice with a brain-computer interface. Motor imagery (MI) has been associated to clinical benefits for motor and cognitive rehabilitation protocols through the appropriate identification and training of its corresponding neural patterns. Although potentially impactful factors for MI practice have been identified, issues regarding system feedback and the underlying neurophysiological alterations such practice can produce still remain. In this work, we investigated how feedback can affect the outcome of a MI practice protocol with a brain-computer interface (BCI), when providing: no feedback, sham feedback or actual neurofeedback. We assessed whether event-related desynchronization occurrence (EO) and classification accuracy (CA) varied in each scenario. We found that: (i) practice without feedback did not enhance either metric; (ii) sham feedback yielded a wider variety of outcomes than for the control group, but no statistical significance was observed at the group level; (iii) although users trained to adapt to the BCI classifier, improvements in CA and both contra and ipsilateral EO were observed for the neurofeedback group: average CA increased from (71.3 ± 3.7) % to (75.5 ± 5.8) %, whereas median EO increased approximately 5% per session This study reinforces the relevance of neurofeedback in MI learning and provides new insights into neurophysiological correlates throughout the practice protocol. We also hint at a possible placebo effect that provides significant correlations between EO and CA only for the sham group. [ABSTRACT FROM AUTHOR]