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Learning tactile Braille reading leverages cross-modal plasticity, emphasizing the brain’s ability to reallocate functions across sensory domains. This neuroplasticity engages motor and somatosensory areas and reaches language and cognitive centers like the visual word form area (VWFA), even in sighted subjects following training. No study has employed a complex reading task to monitor neural activity during the first weeks of Braille training. Since neuroplasticity can occur within days, understanding neural reorganization during early learning stages is critical. Moreover, such activation was not tested in visual and tactile domains using comparable tasks. Furthermore, implicit reading has not been studied in tactile Braille. Although visual reading in the native script occurs automatically, it remains uncertain whether the same applies to tactile reading. An implicit reading task could extend the knowledge of linguistic processing in Braille. Our study involved 17 sighted adults who learned Braille for 7 months and 19 controls. The experimental group participated in 7 testing sessions (1 week before the course, on the first day, after 1 and 6 weeks, after 3 and 7 months, and after 3 month-long hiatus). Using the fMRI Lexical Decision Task, we observed increased activity within the reading network, including the inferior frontal and supramarginal gyri, 1 week into learning in tactile and visual Braille. Interestingly, VWFA activation was observed after 1 week in the visual domain but only after 6 weeks in the tactile domain. This suggests that skill level in tactile reading influences the onset of involvement of VWFA. Once this activation was achieved, the peak level of VWFA engagement remained stable, even after the follow-up. Furthermore, an implicit reading task revealed increased activity within the reading network, including the VWFA, among participants learning Braille compared to the passive controls. Possibly, implicit reading occurs during non-reading tactile tasks where the Braille alphabet is present. We showed that the VWFA activity peak occurs faster in the visual domain compared to the tactile domain. We also showed that sighted subjects can process tactile Braille implicitly. These results enrich our understanding of neural adaptation mechanisms and the interplay between sensory modalities during complex, cross-modal learning.

There is an increasing research interest in emotional responses to climate change and their role in climate action and psycho-social impacts of climate change. At the same time, emotional experience of climate change is multidimensional and influenced by a variety of factors, including the local cultural context. Here, we contribute to the scientific debate about this topic with original quality-controlled data from the general populations in Norway (N = 491) and Ireland (N = 485). We investigate the cross-cultural validity and the nomological span of eight distinct emotional responses to climate change - climate anger, climate contempt, climate enthusiasm, climate powerlessness, climate guilt, climate isolation, climate anxiety, and climate sorrow - measured using the recently introduced Inventory of Climate Emotions. We first validate the 8-factor structure of the Norwegian and English language versions of the ICE. Subsequently, we demonstrate a high degree of cross-cultural measurement invariance for these eight climate emotions. Finally, we explore the relationships between these emotional responses and a range of theoretically relevant variables. In this final step, we show that climate emotions are differentially linked to climate change perceptions, support for mitigation policies, socio-demographic factors, feelings of loneliness and alienation, environmental activism, and the willingness to prioritize the natural environment over one’s immediate self-interests. Some of these links are also differentiated by the cultural context. This research presents further evidence for the structural, cross-cultural, and concurrent validity of climate emotions as postulated in the ICE framework. Moreover, it provides tools in the form of validated Norwegian and English language versions of the ICE, the complete R code for the validation analysis, as well as an informed basis for cross-cultural research on emotional responses to climate change.

Learning to play a musical instrument is a complex task that integrates multiple sensory modalities and higher-order cognitive functions. Therefore, musical training is considered a useful framework for the research on training-induced neuroplasticity. However, the classical nature-or-nurture question remains, whether the differences observed between musicians and non-musicians are due to predispositions or result from the training itself. Here we present a review of recent publications with strong focus on experimental designs to better understand both brain reorganization and the neuronal markers of predispositions when learning to play a musical instrument. Cross-sectional studies identified structural and functional differences between the brains of musicians and non-musicians, especially in regions related to motor control and auditory processing. A few longitudinal studies showed functional changes related to training while listening to and producing music, in the motor network and its connectivity with the auditory system, in line with the outcomes of cross-sectional studies. Parallel changes within the motor system and between the motor and auditory systems were revealed for structural connectivity. In addition, potential predictors of musical learning success were found including increased brain activation in the auditory and motor systems during listening, the microstructure of the arcuate fasciculus, and the functional connectivity between the auditory and the motor systems. We show that “the musical brain” is a product of both the natural human neurodiversity and the training practice.

Working memory (WM) is a limited-capacity cognitive system that allows the storage and use of a limited amount of information for a short period of time. Two WM processes can be distinguished: maintenance (i.e., storing, monitoring, and matching information) and manipulation (i.e., reordering and updating information). A number of studies have reported an age-related decline in WM, but the mechanisms underlying this deterioration need to be investigated. Previous research, including studies conducted in our laboratory, revealed that age-related cognitive deficits are related to decreased millisecond timing, i.e., the ability to perceive and organize incoming events in time. The aim of the current study was: (1) to identify in the elderly the brain network involved in the maintenance and manipulation WM processes; and (2) to use an fMRI task to investigate the relation between the brain activity associated with these two processes and the efficiency of temporal information processing (TIP) on a millisecond level reflected by psychophysical indices. Subjects were 41 normal healthy elderly people aged from 62 to 78 years. They performed: (1) an auditory verbal n-back task for assessing WM efficiency in an MRI scanner; and (2) a psychophysical auditory temporal-order judgment (TOJ) task for assessing temporal resolution in the millisecond domain outside the scanner. The n-back task comprised three conditions (0-, 1-, and 2-back), which allowed maintenance (1- vs. 0-back comparisons) and manipulation (2- vs. 1-back comparisons) processes to be distinguished. Results revealed the involvement of a similar brain network in the elderly to that found in previous studies. However, during maintenance processes, we found relatively limited and focused activations, which were significantly extended during manipulation. A novel result of our study, never reported before, is an indication of significant moderate correlations between the efficiency of WM and TIP. These correlations were found only for manipulation but not for maintenance. Our results confirmed the hypothesis that manipulation in the elderly is a dynamic process requiring skilled millisecond timing with high temporal resolution. We conclude that millisecond timing contributes to WM manipulation in the elderly, but not to maintenance.

Our goal was to determine the influence of sex, age and the head/brain size on the compartmental brain volumes in the radiologically verified healthy population (96 subjects; 54 women and 42 men) from the Upper Silesia region in Poland. The MRI examinations were done using 3T Philips Achieva with the same T1-weighted and T2-weighted protocols. The image segmentation procedures were performed with SPM (Statistical Parameter Mapping) and FSL-FIRST software. The volumes of 14 subcortical structures for the left and right hemispheres and 4 overall volumes were calculated. The General Linear Models (GLM) analysis was used with and without the Total Brain Volume (TBV) and Intracranial Volume (ICV) parameters as the covariates to study the regional vs. global brain atrophy. After the ICV/TBV adjustments, the majority of sex differences in the specific volumes of interest (VOIs) revealed to be linked to the difference in the head/brain size parameters. The analysis also confirmed the significant effect of the aging process on the brain loss. After the TBV adjustment, the age- and sex-related volumetric trends for the gray and white matter volumes were observed: the negative age dependence of the gray matter volume is more pronounced in the males, while in case of the white matter the positive age-related trend in the female group is weaker. The local losses of the left caudate nucleus and the right thalamus are more advanced than the global brain atrophy. Different head-size correction strategies are not interchangeable and may yield various volumetric results, but when used together, facilitate studies on the regional dependencies inherent to a healthy, but aging, brain.

Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning readers with (n = 55) and without (n = 35) familial risk of dyslexia who became typical readers (n = 70) or developed dyslexia (n = 20). We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory rhyme judgment task. This task was applied when participants were starting formal education, and repeated 2 years later. By applying two alternative group splits, we analyzed the effects of dyslexia and the effects of familial risk of dyslexia separately. We found that the phonological brain network undergoes reorganization during the first 2 years of formal education. This process proceeds differently depending on the presence of a familial history of dyslexia and reading impairment. Typical readers without risk for dyslexia activate structures responsible for phonological processing already at the beginning of literacy. This group shows reduced brain activation over time during phonological processing, perhaps due to automatization of phonological skills. Children who develop reading impairment present a delay in the development of phonological structures such as the bilateral superior temporal gyri, left middle temporal gyrus, right insula and right frontal cortex, where we observed time and group interaction. Finally, typical readers with familial risk of dyslexia also present an atypical development of the neural phonological structures, visible both at the beginning of reading instruction and 2 years later. These children used a presumably efficient neural mechanism of phonological processing, based on the activation of the precentral and postcentral gyri, and achieved a typical level of phonological awareness.

Background: To date, many studies have attempted to show a relationship between potentially harmful experiences in childhood and gray matter volume (GMV) in specific brain areas. These studies managed to identify several affected regions, yet most of them neglected the influence of sex or the occurrence of mental health problems. Furthermore, little is known about mechanisms linking childhood adversity (CA) and temperamental traits as plausible endophenotypes of psychopathology.Objective: The present study addresses these two issues by trying to identify sex-specific relationships between CA and brain volumes as well as to show the role of the latter in predicting temperament scores.Method: Forty-eight people (23 women) without anxiety or affective disorders participated in this study. CA was measured using the Childhood Questionnaire (CQ) and temperament was measured with the use of the behavioral inhibition system-behavioral activation system (BIS-BAS) Scales. Whole-brain MR imaging was performed to identify GMV differences.Results: In women, we identified negative relationships between CA and GMV in the left inferior parietal lobule (IPL), right cerebellum, and right precentral gyrus. In men, we found a negative correlation between CA and GMV in the right fusiform gyrus. We also identified sex-specific relationships between CA and temperament traits.Conclusions: The results of our study suggest a sex-specific pattern in the relationship between early adverse experiences and brain structure. The results can also help explain the role that temperament plays in the relationship between CA and the risk of psychopathology.

AimCognitive-attentional syndrome (CAS) is the main factor underlying depressive and anxiety disorders in the metacognitive approach to psychopathology and psychotherapy. This study explore neural correlates of this syndrome during induced negative thinking, abstract thinking, and resting states.Methodsn = 25 people with high levels of CAS and n = 33 people with low levels of CAS were chosen from a population-based sample (N = 1225). These groups filled-in a series of measures of CAS, negative affect, and psychopathology; they also underwent a modified rumination induction procedure and a resting state fMRI session. Resonance imaging data were analyzed using static general linear model and functional connectivity approaches.ResultsThe two groups differed with large effect sizes on all used measures of CAS, negative affect, and psychopathology. We did not find any group differences in general linear model analyses. Functional connectivity analyses showed that high levels of CAS were related to disrupted patterns of connectivity within and between various brain networks: the default mode network, the salience network, and the central executive network.ConclusionWe showed that low- and high-CAS groups differed in functional connectivity during induced negative and abstract thinking and also in resting state fMRI. Overall, our results suggest that people with high levels of CAS tend to have disrupted neural processing related to self-referential processing, task-oriented processing, and emotional processing.

In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills. LS integration is related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia (DYS). Whether disruption in LS association is a cause of reading impairment or a consequence of decreased exposure to print remains unclear. Using fMRI, we compared activation for letters, speech sounds and LS association in emerging readers with (FHD+, N = 50) and without (FHD−, N = 35) familial history of DYS, out of whom 17 developed DYS 2 years later. Despite having similar reading skills, FHD+ and FHD− groups showed opposite pattern of activation in left STC: In FHD− children activation was higher for incongruent compared to congruent, whereas in FHD+ it was higher for congruent LS pairs. Higher activation to congruent LS pairs was also characteristic of future DYS. The magnitude of incongruency effect in left STC was positively related to early reading skills, but only in FHD− children and (retrospectively) in typical readers. We show that alterations in brain activity during LS association can be detected at very early stages of reading acquisition, suggesting their causal involvement in later reading impairments. Increased response of left STC to incongruent LS pairs in FHD− group might reflect an early stage of automatizing LS associations, where the brain responds actively to conflicting pairs. The absence of such response in FHD+ children could lead to failures in suppressing incongruent information during reading acquisition, which could result in future reading problems.

Brain signal diversity constitutes a robust neuronal marker of the global states of consciousness. It has been demonstrated that, in comparison to the resting wakefulness, signal diversity is lower during unconscious states, and higher during psychedelic states. A plausible interpretation of these findings is that the neuronal diversity corresponds to the diversity of subjective conscious experiences. Therefore, in the present study we varied an information rate processed by the subjects and hypothesized that greater information rate will be related to richer and more differentiated phenomenology and, consequently, to greater signal diversity. To test this hypothesis speech recordings (excerpts from an audio-book) were presented to subjects at five different speeds (65, 83, 100, 117, and 135% of the original speed). By increasing or decreasing speed of the recordings we were able to, respectively, increase or decrease the presented information rate. We also included a backward (unintelligible) speech presentation and a resting-state condition (no auditory stimulation). We tested 19 healthy subjects and analyzed the recorded EEG signal (64 channels) in terms of Lempel-Ziv diversity (LZs). We report the following findings. First, our main hypothesis was not confirmed, as Bayes Factor indicates evidence for no effect when comparing LZs among five presentation speeds. Second, we found that LZs during the resting-state was greater than during processing of both meaningful and unintelligible speech. Third, an additional analysis uncovered a gradual decrease of diversity over the time-course of the experiment, which might reflect a decrease in vigilance. We thus speculate that higher signal diversity during the unconstrained resting-state might be due to a greater variety of experiences, involving spontaneous attention switching and mind wandering.

Emotion can influence various cognitive processes, however its impact on memory has been traditionally studied over relatively short retention periods and in line with dimensional models of affect. The present study aimed to investigate emotional effects on long-term recognition memory according to a combined framework of affective dimensions and basic emotions. Images selected from the Nencki Affective Picture System were rated on the scale of affective dimensions and basic emotions. After six months, subjects took part in a surprise recognition test during an fMRI session. The more negative the pictures the better they were remembered, but also the more false recognitions they provoked. Similar effects were found for the arousal dimension. Recognition success was greater for pictures with lower intensity of happiness and with higher intensity of surprise, sadness, fear, and disgust. Consecutive fMRI analyses showed a significant activation for remembered (recognized) vs. forgotten (not recognized) images in anterior cingulate and bilateral anterior insula as well as in bilateral caudate nuclei and right thalamus. Further, arousal was found to be the only subjective rating significantly modulating brain activation. Higher subjective arousal evoked higher activation associated with memory recognition in the right caudate and the left cingulate gyrus. Notably, no significant modulation was observed for other subjective ratings, including basic emotion intensities. These results emphasize the crucial role of arousal for long-term recognition memory and support the hypothesis that the memorized material, over time, becomes stored in a distributed cortical network including the core salience network and basal ganglia.

Studies presenting memory-facilitating effect of emotions typically focused on affective dimensions of arousal and valence. Little is known, however, about the extent to which stimulus-driven basic emotions could have distinct effects on memory. In the present paper we sought to examine the modulatory effect of disgust, fear and sadness on intentional remembering and forgetting using widely used item-method directed forgetting paradigm. Eighteen women underwent fMRI scanning during encoding phase in which they were asked either to remember (R) or to forget (F) pictures. In the test phase all previously used stimuli were re-presented together with the same number of new pictures and participants had to categorize them as old or new, irrespective of the F/R instruction. On the behavioral level we found a typical directed forgetting effect, i.e. higher recognition rates for to-be-remembered (TBR) items than to-be-forgotten (TBF) ones for both neutral and emotional categories. Emotional stimuli had higher recognition rate than neutral ones, while among emotional those eliciting disgust produced highest recognition, but at the same time induced more false alarms. Therefore when false alarm corrected recognition was examined the directed forgetting effect was equally strong irrespective of emotion. Additionally, even though subjects rated disgusting pictures as more arousing and negative than other picture categories, logistic regression on the item level showed that the effect of disgust on recognition memory was stronger than the effect of arousal or valence. On the neural level, ROI analyses (with valence and arousal covariates) revealed that correctly recognized disgusting stimuli evoked the highest activity in the left amygdala compared to all other categories. This structure was also more activated for remembered vs. forgotten stimuli, but only in case of disgust or fear eliciting pictures. Our findings, despite several limitations, suggest that disgust have a special salience in memory relative to other negative emotions, which cannot be put down to differences in arousal or valence. The current results thereby support the suggestion that a purely dimensional model of emotional influences on cognition might not be adequate to account for observed effects.

There is an increasing number of neuroimaging studies using visual sexual stimuli (VSS) for human sexuality studies, including emerging field of research on compulsive sexual behaviors. A central question in this field is whether behaviors such as extensive pornography consumption share common brain mechanisms with widely studied substance and behavioral addictions. Depending on how VSS are conceptualized, different predictions can be formulated within the frameworks of Reinforcement Learning or Incentive Salience Theory, where a crucial distinction is made between conditioned (cue) and unconditioned (reward) stimuli (related to reward anticipation vs reward consumption, respectively). Surveying 40 recent human neuroimaging studies we show existing ambiguity about the conceptualization of VSS. Therefore, we feel that it is important to address the question of whether VSS should be considered as cues (conditioned stimuli) or rewards (unconditioned stimuli). Here we present our own perspective, which is that in most laboratory settings VSS play a role of reward (unconditioned stimuli), as evidenced by: 1.) experience of pleasure while watching VSS, possibly accompanied by genital reaction 2.) reward-related brain activity correlated with these pleasurable feelings in response to VSS, 3.) a willingness to exert effort to view VSS similarly as for other rewarding stimuli such as money, and/or 4.) conditioning for cues (CS) predictive for. We hope that this perspective paper will initiate a scientific discussion on this important and overlooked topic and increase attention for appropriate interpretations of results of human neuroimaging studies using VSS.