The authors acknowledge the financial support of the Social Sciences and Humanities Research Council of Canada (SSHERC), Natural Sciences and Engineering Research Council of Canada (NSERC), Fonds de Recherche Nature et Technologies du Qu&#233;bec (FQRNT) and Fonds de Recherche sur la Soci&#233;t&#233; et Culture du Qu&#233;bec (FQRSC).

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The authors have nothing to disclose.

من حيث الخطوات الحاسمة في البروتوكول، ينبغي أولا أن أشير إلى أن نوعية البيانات هي دائما التركيز الرئيسي لتقنيات جمع العصبية. في هذه المنهجية، يجب أن مساعدي البحوث تولي اهتماما خاصا لتعليمات الموضوعات للحد من حركات الرأس التي من شأنها أن تتداخل مع مراقبة التكافؤ (فقد...

مشاركة يلعب دورا حاسما في التعلم. لكلارك وماير 2 &quot;عن التعلم يتطلب الاشتباك،&quot; بغض النظر عن وسائل الاعلام التسليم. واقترح تشانغ وآخرون. 3 كما أن زيادة مشاركة الطلاب يمكن أن تحسن نتائج التعلم، مثل حل المشكلات ومهارات التفكير النقدي. تحديد الاشتباك لا يزال يشكل تحديا. في مراجعة أدبهم، Fredricks، بلومنفلد وباريس 1 تعريف المشاركة بطبيعتها المتعددة الجوانب والمتمثلة: &quot;يستمد مشاركة السلوكي على فكرة المشاركة؛ ويشمل المشاركة في الأنشطة الأكاديمية والاجتماعية واللامنهجية. (...) المشاركة العاطفي يشمل ردود الفعل الإيجابية والسلبية للمعلمين وزملاء الدراسة، والأكاديميين، والمدرسة، ويفترض لخلق علاقات مع كائن والنفوذ استعداد للقيام بهذا العمل. أخيرا، وتوجه الاشتباك المعرفي على فكرة الاستثمار العقلي؛ أنه يشتمل على التفكير والاستعداد لبذل جهد غير المصنفةاقتضت أن يفهم الأفكار المعقدة والصعبة مهارات سيد &quot;. ادعى Fredricks، بلومنفلد وباريس 1 كما أن التركيز على السلوك، والعاطفة، والإدراك، ضمن مفهوم الخطبة، قد توفر خصائص أغنى من التعلم. وأشار هؤلاء المؤلفين إلى أن الجسم القوي للبحوث ويتناول كل مكون من الانخراط بشكل منفصل، ولكن لم يتم دراسة هذه العناصر جنبا إلى جنب. لاحظوا أيضا أن قلة المعلومات المتوفرة حول التفاعلات بين الأبعاد وأن المزيد من الدراسات يمكن أن تسهم في تخطيط تدخلات التدريس دقيقا. وكخطوة في هذا الاتجاه، توضح هذه الورقة منهجية البحث التي تم تطويرها لجمع وتحليل البيانات الكمية والنوعية، بشكل متزامن، على المشاركة السلوكي والعاطفي والإدراكي خلال مهام التعلم. يصل العلوم العصبية في التعليم BehavIOR، والانخراط في السلوك بالتالي، منذ فترة طويلة محور الدراسات في مجال التعليم: تصميمات البحوث التي تركز أساسا على التغيرات في المعرفة والسلوك التي تحدث على مدى فترات طويلة من الزمن، وبين ما قبل وما بعد الاختبارات، وعلى فترات لساعات أو أسابيع أو شهور أو سنوات. التمييز بين المشاركة السلوكي والعاطفي، والمعرفي لا يزال يشكل تحديا لأن أبعاد الماضيين ليست ملاحظتها بشكل منتظم من الخارج. يجب إما أن يستدل على الإدراك والعواطف من الملاحظات أو تقييمها مع تدابير تقرير المصير. من جهة نظر خارجية، فإنه لا يزال من الصعب تحديد ما إذا كان الطلاب يحاولون الحصول على العمل المنجز في أسرع وقت ممكن أو باستخدام استراتيجيات التعلم على مستوى عميق لإتقان محتوى معين. في واقع الأمر، لم تتمكن من العثور على أي دراسات منشورة باستخدام تدابير موضوعية مباشرة الاشتباك المعرفي Fredricks، بلومنفلد وباريس 1. التطورات التكنولوجية الحديثة فيخلقت مجال علوم الأعصاب إمكانيات جديدة للبحث في مجال التعليم. طرق جديدة لجمع البيانات وتحليل الخوارزميات المتقدمة في مجال بيئة العمل العصبية تبدو واعدة جدا للدراسات النوعية والكمية خلال مهام التعلم. تخصصات أخرى، مثل الاقتصاد، وعلم النفس، والتسويق، والهندسة البشرية، وقد تم استخدام القياسات الفسيولوجية العصبية لتقييم المشاركة المعرفية لبعض الوقت 4-8. تدابير العصبية، إلى جانب خوارزميات تحليل كفاءة، تسمح واحد لدراسة الظاهرة من دون إزعاج ذلك. بحكم طبيعتها، واستبيانات التقرير الذاتي تنسحب فيه الطلاب من التعلم. تسمح تدابير العصبية تصميمات البحوث التي يتعين الاضطلاع بها في بيئات التعلم أكثر واقعية. وتشمل هذه الأدوات المعدات لمراقبة معدل ضربات القلب ومعدل التنفس وضغط الدم ودرجة حرارة الجسم، وقطره تلميذ، والنشاط الكهربي، كهربية (EEG)، وما إلى ذلك. <stرونغ&gt; جمع البيانات المتزامنة على السلوكية والعاطفية والمعرفية المشاركة كنتائج التمثيلية التالية لاستخدام هذا البروتوكول، وهذه الورقة النتائج الجزئية للدراسة التي كان المتعلمين على حل، على شاشة الكمبيوتر، وعشرة المشاكل في الفيزياء الميكانيكية. وقد وضعت هذه المشاكل في العمل السابق 9. وقد تم جمع البيانات العصبية في حين أن المتعلمين تم حل المشاكل والاسترخاء خلال 45 ق استراحة، مع عيونهم مغلقة، بعد كل مشكلة. كما ذكر أعلاه، تتكون بيانات التعاقد السلوكي للتفاعلات البرمجيات (حركات الماوس والنقرات)، نظرات العين، والأداء وأجوبة على الأسئلة التي تنتجها المتعلم التفاعل مع النظام أثناء إنجاز المهمة 1. تم استخدام نظام تتبع العين لجمع التفاعلات البرامج والبيانات نظرات العين. وقد تم جمع بيانات الأداء (الوقت من أجل حل المشكلة، صحة الإجابات) على<html> استبيان الموقع الذي تم استخدامه لتقديم هذه المهمة. وقد استخدم هذا الموقع أيضا لجمع بيانات تقرير المصير التي تم جمعها مع استبيان مقتبس من برادلي وانج 10. مشاركة العاطفي يشمل توصيف المشاعر. وفقا لانج 11، وتتميز العواطف من حيث التكافؤ (سارة / غير سارة) والاستثارة (الهدوء / أثار). والبيانات التي تم جمعها المشاركة العاطفية وفقا لذلك، وذلك باستخدام التلقائي برنامج التعرف على العاطفة الوجه يحدد مقدار التكافؤ العاطفي والنشاط الكهربي التشفير / الاستشعار عن الإثارة 12،13. النشاط الكهربي (EDA) يشير إلى المقاومة الكهربائية المسجلة بين قطبين عندما يتم تمرير تيار كهربائي ضعيف جدا بثبات بينهما. أظهر Cacioppo، Tassinary وبرنتسون 14 أن المقاومة سجلت تختلف وفقا لالإثارة في هذا الموضوع. وبالتالي، بيانات النفسية لمثل التكافؤ أو الإثارة، وتعتبر كما يرتبط إلى التواصل العاطفي. الطبقة = &quot;jove_content&quot;&gt; وأخيرا، يتم جمع البيانات من خلال المشاركة المعرفية كهربية (EEG). تدابير EEG، على فروة الرأس، وتزامن النشاط الكهربائي من مجموعات من الخلايا العصبية في الدماغ. الإشارات الكهربائية المسجلة من فروة الرأس وغالبا ما تكون متذبذبة وتتألف من مكونات تردد. من جانب الاتفاقية، يتم تجميع هذه الترددات في تسلسل، والمعروفة باسم العصابات. على سبيل المثال، ألفا وبيتا وثيتا العصابات هي محور هذه الدراسة. وفقا للدراسات العلمية العصبية 14، هذه العصابات تعكس مختلف قدرات المعالجة المعرفية في مناطق معينة من الدماغ. وبالتالي، فإن تحليل كثافة القدرة الطيفية (PSD) من ترددات محددة، جنبا إلى جنب مع العديد من الدراسات 7،15 على اليقظة والانتباه، ويسمح للباحثين لقياس الاشتباك المعرفي خلال مهمة. كما لوحظ ميكولكا وآخرون 16، وقد أظهرت الأبحاث وجود علاقة مباشرة بين النشاط بيتا واليقظة المعرفية وعلاقة غير مباشرة بين ألفا ود النشاط ثيتا واليقظة. وبالتالي، وضعت البابا، بوجارت وBartoleme 7 مؤشر الاشتباك الذي يحسب PSD من ثلاثة نطاقات: بيتا / (ألفا + ثيتا). تم التحقق من صحة هذه النسبة في دراسات أخرى على المشاركة 16،17،18. لتوصيف الاشتباك المعرفي على مر الزمن، وتحويل فورييه السريع (الاتحاد الفرنسي للتنس) بتحويل إشارة EEG من كل موقع نشط (F3، F4، O1، O2) في طيف الطاقة. يتم احتساب مؤشر المشاركة EEG في وقت T من المتوسط ​​من كل نسبة المشاركة في 20 ثانية انزلاق النافذة السابقة الوقت T. ويتكرر هذا الإجراء كل ثانية، ويستخدم نافذة انزلاق جديد لتحديث الفهرس. بما أن الهدف من هذه المنهجية هو تقديم تحليل غني للأبعاد المتعددة للمشاركة، مزامنة البيانات أمر بالغ الأهمية. كما يجيه وآخرون 19 تذكير القراء ومصنعي المعدات نوصي بشدة باستخدام جهاز كمبيوتر واحد فقط لكل أداة قياس لضمان دقتها المحدد جنيهفيل. وهكذا، عندما يتم توظيف أجهزة كمبيوتر متعددة، والتزامن بين أجهزة الكمبيوتر تسجيل يصبح خطوة حاسمة. لا يمكن لجميع أن تبدأ التسجيلات في نفس الوقت بالضبط، ولكل تيار البيانات لديها إطاره وقت محدد (على سبيل المثال، ثانية 0 العين تتبع ≠ 0 ثانية من EEG أو البيانات الفسيولوجية). وهذا أمر مهم للغاية: عدم الاتساق بين البيانات والجداول يعني أخطاء في تقدير حجم كل البعد الاشتباك. هناك طرق مختلفة لمزامنة التسجيلات الفسيولوجية والسلوكية المتزامنة. ويمكن تقسيم هذه الطرق إلى نهجين رئيسيين؛ المباشرة وغير المباشرة 20. ويستند بروتوكول المعروضة في المقطع التالي على نهج غير مباشر حيث يتم استخدام جهاز خارجي، وهو syncbox، لإرسال الترانزستور الترانزستور المنطق (TTL) إشارات لجميع أجهزة التسجيل (كما هو موضح في الشكل رقم 1). حيث أن كل قطعة من المعدات لديه وقت البدء مختلفة، تسجل علامات TTL في ملفات السجل مع قريب<html> تأخير. ثم يتم استخدام علامات لإعادة تنظيم الإشارات وبالتالي ضمان التزامن الصحيح بعد كل تسجيل. ويستخدم برنامج برامج التحليل السلوكي الذي يسمح التكامل ملف خارجي لإعادة مزامنة-الجدول الزمني للكل دفق البيانات وإجراء تحليل كمي ونوعي لكل البعد الاشتباك. <img alt="الشكل 1" src="/files/ftp_upload/52627/52627fig1.jpg" /> الشكل 1. العمارة في نظام جمع البيانات، ومختبر البيئة التي السلوكي (العين تتبع)، العاطفي (EDA والعاطفة الوجه) والمعرفية البيانات (EEG) إشراك يتم جمع يحتوي على العديد من أجهزة الكمبيوتر. هذا يثير تحديا التزامن للبيانات التي يتم الرجوع إليها في الساعات الكمبيوتر الخاصة بهم. لتكون قادرة على تحليل جميع البيانات في نفس الوقت إشارة، وإعداد مختبر ينطوي على syncbox التي ترسل إشارات TTL لجميع البيانات والجداول.NK &quot;&gt; اضغط هنا لمشاهدة نسخة أكبر من هذا الرقم. لتقييم دقة منهجية من حيث التزامن، تم إدخال 45 ثانية توقف قبل كل المشاكل الفيزياء الميكانيكية. خلال هذه الوقفات، كانت موضوعات للاسترخاء وإغلاق أعينهم. كما رأينا في دراسات أخرى 4،9،16،17،18، ينبغي لهذه الوقفات لحث اختلافات كبيرة في إشارة جمع: اثنان النقاط تلميذ العين في (المشاركة السلوكي) على الفور تختفي تتبع العين وانخفاض فوري في الاشتباك المعرفي (EEG إشارة) لوحظ. وتستخدم هذه المكونات المحددة للإشارة إلى تقييم صحة العامة للمزامنة. نشر مؤخرا من الأوراق التي تعتمد كليا أو جزئيا على هذا الإجراء تزامن، في مجالات نظم المعلومات 19، والتفاعلات بين الإنسان والآلة والتعليم 21 9، 22، يقدم دليلا على فعاليتها.

<table border="0" cellpadding="0" cellspacing="0">
	<tbody>
		<tr>
			<td>EGI GSN-32&#160;</td>
			<td>EGI</td>
			<td>n/a</td>
			<td>Dense array EEG</td>
		</tr>
		<tr>
			<td>Netstation v.5.0</td>
			<td>EGI</td>
			<td>n/a</td>
			<td>EEG data collection software: EEG is collected with 32-electrode dense array electroencephalography (dEEG) geodesic sensor net using Netstation acquisition software and EGI amplifiers (Electrical Geodesics, Inc). The vertex (recording site Cz) is the reference electrode for recording. Impedance is kept below 50 k&#937; with a sampling rate of 250 Hz.&#160;</td>
		</tr>
		<tr>
			<td>Facereader v.4</td>
			<td>Noldus</td>
			<td>n/a</td>
			<td>Facial emotion recognition software</td>
		</tr>
		<tr>
			<td>Syncbox</td>
			<td>Noldus</td>
			<td>n/a</td>
			<td>Syncbox start the co-registration of EEG and gaze data by sending a Transistor-Transistor Logic (TTL) signal to the EGI amplifier and a keystroke signal to the Tobii Studio v 3.2.</td>
		</tr>
		<tr>
			<td>Logitech C600&#160; Webcam</td>
			<td></td>
			<td>960-000396</td>
			<td>Webcam used to gather video data sent to mediarecorder and that will be analyzed in Facereader</td>
		</tr>
		<tr>
			<td>The Observer XT</td>
			<td>Noldus</td>
			<td>n/a</td>
			<td>Integration and synchronization software: The Noldus Observer XT (Noldus Information Technology) is used to synchronize all behavioral, emotional and cognitive engagement data.&#160;</td>
		</tr>
		<tr>
			<td>On-Screen LED illumination</td>
			<td>Noldus</td>
			<td>n/a</td>
			<td>Neon positioned on computer screen in order to correctly light the face of subjects</td>
		</tr>
		<tr>
			<td>MediaRecorder</td>
			<td>Noldus</td>
			<td>n/a</td>
			<td>Video data collection software</td>
		</tr>
		<tr>
			<td>Tobii X60</td>
			<td>Tobii</td>
			<td>n/a</td>
			<td>Collect eye-movement patterns :&#160; used to record subjects&#8217; eye movement patterns at 60Hz during the experiment.&#160;</td>
		</tr>
		<tr>
			<td>Tobii Studio v.3.2</td>
			<td>Tobii</td>
			<td>n/a</td>
			<td>Eye-tracking data collection and analysis software</td>
		</tr>
		<tr>
			<td>Analyzer 2</td>
			<td>Brainvision</td>
			<td>n/a</td>
			<td>EEG signal processing software</td>
		</tr>
		<tr>
			<td>Acqknowledge v.4.0</td>
			<td>Biopac</td>
			<td>ACK100M</td>
			<td>Physiological signal acquisition and processing software</td>
		</tr>
		<tr>
			<td>Control III germicide solution</td>
			<td>Maril Products.</td>
			<td>10002REVA-20002-1</td>
			<td>Disinfectant solution used with EEG helmets : recommended by EGI</td>
		</tr>
		<tr>
			<td>Unipark</td>
			<td>QuestBack AG</td>
			<td>n/a</td>
			<td>Online survey environment</td>
		</tr>
	</tbody>
</table>

assessing the multiple dimensions of engagement to characterize learning: a neurophysiological perspective

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed.

<html> أرقام 2 و 3 عرض لقطات من نتائج التكامل وتزامن البيانات الاشتباك السلوكية والعاطفية والمعرفية السلوكية في تطبيق برامج التحليل. في كلا الرقمين، ينظم القسم الأيسر الموضوعات البحثية ونظام الترميز. في الجزء الأوسط، وشريط فيديو (مع النقط الحمراء) يبين العين ال...

Watch this Scientific Journal Video about Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective at JoVE.com

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners&#8217; engagement during a task.

تقييم أبعاد متعددة الاشتباك لوصف التعلم: A العصبية وجهة نظر

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: ...

assessing-multiple-dimensions-engagement-to-characterize-learning

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JoVE Journal

Behavior

12.4K Views.  Université du Québec à Montréal. This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners’ engagement during a task. 

Video: Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

The Use of the Puzzle Box as a Means of Assessing the Efficacy of Environmental Enrichment

Environmental enrichment can dramatically influence the development and function of neural circuits. Further, enrichment has been shown to successfully delay the onset of symptoms in models of Huntington&#8217;s disease 1-4, suggesting environmental factors can evoke a neuroprotective effect against the progressive, cellular level damage observed in neurodegenerative disorders. The ways in which an animal can be environmentally enriched, however, can vary considerably. Further, there is no straightforward manner in which the effects of environmental enrichment can be assessed: most methods require either fairly complicated behavioral paradigms and/or postmortem anatomical/physiological analyses. This protocol describes the use of a simple and inexpensive behavioral assay, the Puzzle Box 5-7 as a robust means of determining the efficacy of increased social, sensory and motor stimulation on mice compared to cohorts raised in standard laboratory conditions. This simple problem solving task takes advantage of a rodent&#8217;s innate desire to avoid open enclosures by seeking shelter. Cognitive ability is assessed by adding increasingly complex impediments to the shelter&#8217;s entrance. The time a given subject takes to successfully remove the obstructions and enter the shelter serves as the primary metric for task performance. This method could provide a reliable means of rapidly assessing the efficacy of different enrichment protocols on cognitive function, thus paving the way for systematically determining the role specific environmental factors play in delaying the onset of neurodevelopmental and neurodegenerative disease.

Environmental enrichment provides a potential protective effect against neurodegenerative disorders. Currently, however, there is no easy way of determining the efficacy of enrichment procedures. This protocol describes a simple &#8220;Puzzle Box&#8221; method for assessing an animal&#8217;s cognitive function, in order to reveal the effectiveness of environmental enrichment.

استخدام صندوق لغز كوسيلة لتقييم فعالية إثراء البيئة

Environmental enrichment can dramatically influence the development and function of neural circuits.  Further, enrichment has been shown to successfully ...

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

A pragmatic mindfulness intervention to benefit personnel working in chronically high-stress environments, delivered onsite during the workday, is timely and valuable to employee and employer alike. Mindfulness in Motion (MIM) is a Mindfulness Based Intervention (MBI) offered as a modified, less time intensive method (compared to Mindfulness-Based Stress Reduction), delivered onsite, during work, and intends to enable busy working adults to experience the benefits of mindfulness. It teaches mindful awareness principles, rehearses mindfulness as a group, emphasizes the use of gentle yoga stretches, and utilizes relaxing music in the background of both the group sessions and individual mindfulness practice. MIM is delivered in a group format, for 1 hr/week/8 weeks. CDs and a DVD are provided to facilitate individual practice. The yoga movement is emphasized in the protocol to facilitate a quieting of the mind. The music is included for participants to associate the relaxed state experienced in the group session with their individual practice. To determine the intervention feasibility/efficacy we conducted a randomized wait-list control group in Intensive Care Units (ICUs). ICUs represent a high-stress work environment where personnel experience chronic exposure to catastrophic situations as they care for seriously injured/ill patients. Despite high levels of work-related stress, few interventions have been developed and delivered onsite for such environments. The intervention is delivered on site in the ICU, during work hours, with participants receiving time release to attend sessions. The intervention is well received with 97% retention rate. Work engagement and resiliency increase significantly in the intervention group, compared to the wait-list control group, while participant respiration rates decrease significantly pre-post in 6/8 of the weekly sessions. Participants value institutional support, relaxing music, and the instructor as pivotal to program success. This provides evidence that MIM is feasible, well accepted, and can be effectively implemented in a chronically high-stress work environment.

Mindfulness in Motion MIM: An Onsite Mindfulness Based Intervention MBI for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

The Mindfulness in Motion (MIM) protocol offers a pragmatic Mindfulness Based Intervention (MBI) on-site, for persons working in chronically high-stress work environments that significantly increases resiliency and work engagement. The protocol has proven feasible, beneficial, and is easily adaptable to other high-stress workplaces.

الذهن في الحركة (MIM): تدخل اليقظه وبناء المنشاة (MBI) لبيئات العمل عالية مزمنة الإجهاد إلى زيادة المرونة والعمل المشاركة

A pragmatic mindfulness intervention to benefit personnel working in chronically high-stress environments, delivered onsite during the workday, is timely ...

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Task-specific actions emerge from spontaneous movement during infancy. It has been proposed that task-specific actions emerge through a discovery-learning process. Here a method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process. This discovery-learning task uses an infant activated mobile that rotates and plays music based on specified leg action of infants. Supine infants activate the mobile by moving their feet vertically across a virtual threshold. This paradigm is unique in that as infants independently discover that their leg actions activate the mobile, the infants&#8217; leg movements are tracked using a motion capture system allowing for the quantification of the learning process. Specifically, learning is quantified in terms of the duration of mobile activation, the position variance of the end effectors (feet) that activate the mobile, changes in hip-knee coordination patterns, and changes in hip and knee muscle torque. This information describes infant exploration and exploitation at the interplay of person and environmental constraints that support task-specific action. Subsequent research using this method can investigate how specific impairments of different populations of infants at risk for movement disorders influence the discovery-learning process for task-specific action.

A method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process.

قياس التعلم في الرضع يونغ: تطبيقات تتبع الساق خلال مهمة للتعلم ديسكفري

Task-specific actions emerge from spontaneous movement during infancy. It has been proposed that task-specific actions emerge through a discovery-learning ...

Vagus Nerve Stimulation as a Tool to Induce Plasticity in Pathways Relevant for Extinction Learning

Extinction describes the process of attenuating behavioral responses to neutral stimuli when they no longer provide the reinforcement that has been maintaining the behavior. There is close correspondence between fear and human anxiety, and therefore studies of extinction learning might provide insight into the biological nature of anxiety-related disorders such as post-traumatic stress disorder, and they might help to develop strategies to treat them. Preclinical research aims to aid extinction learning and to induce targeted plasticity in extinction circuits to consolidate the newly formed memory. Vagus nerve stimulation (VNS) is a powerful approach that provides tight temporal and circuit-specific release of neurotransmitters, resulting in modulation of neuronal networks engaged in an ongoing task. VNS enhances memory consolidation in both rats and humans, and pairing VNS with exposure to conditioned cues enhances the consolidation of extinction learning in rats. Here, we provide a detailed protocol for the preparation of custom-made parts and the surgical procedures required for VNS in rats. Using this protocol we show how VNS can facilitate the extinction of conditioned fear responses in an auditory fear conditioning task. In addition, we provide evidence that VNS modulates synaptic plasticity in the pathway between the infralimbic (IL) medial prefrontal cortex and the basolateral complex of the amygdala (BLA), which is involved in the expression and modulation of extinction memory.

Vagus nerve stimulation (VNS) has emerged as a tool to induce targeted synaptic plasticity in the forebrain to modify a range of behaviors. This protocol describes how to implement VNS to facilitate the consolidation of fear extinction memory.

تحفيز العصب المبهم كأداة للحث على اللدونة في مسارات ذات الصلة من أجل التعلم الانقراض

Extinction describes the process of attenuating behavioral responses to neutral stimuli when they no longer provide the reinforcement that has been ...

Place and Response Learning in the Open-field Tower Maze

This protocol describes how the Open-field Tower Maze (OFTM) paradigm is used to study spatial learning in rodents. This maze is especially useful for examining how rats learn to use a place- or response-learning to successfully navigate in an open-field arena. Additionally, this protocol describes how the OFTM differs from other behavioral maze paradigms that are commonly used to study spatial learning in rodents. The OFTM described in this article was adapted from the one previously described by Cole, Clipperton, and Walt (2007). Specifically, the OFTM was created to test spatial learning in rodents without the experimenter having to consider how &#8220;stress&#8221; might play a role as a confounding variable. Experiments have shown that stress-alone can significantly affect cognitive function1. The representative results section contains data from an experiment that used the OFTM to examine the effects of estradiol treatment on place- and response-learning in adult female Sprague Dawley rats2. Future studies will be designed to examine the role of the hippocampus and striatum in place- and response-learning in the OFTM.

The Open-field Tower Maze (OFTM) is a maze created to study the behavioral and neural mechanisms of spatial learning (e.g., place- or response-learning) in rats. This maze is especially useful for experimenters who want to use a non-stressful maze paradigm to investigate spatial learning in their research.

مكان والتعلم الاستجابة في فتح الميدان برج المتاهة

This protocol describes how the Open-field Tower Maze (OFTM) paradigm is used to study spatial learning in rodents. This maze is especially useful for ...

Using a Split-belt Treadmill to Evaluate Generalization of Human Locomotor Adaptation

Understanding the mechanisms underlying locomotor learning helps researchers and clinicians optimize gait retraining as part of motor rehabilitation. However, studying human locomotor learning can be challenging. During infancy and childhood, the neuromuscular system is quite immature, and it is unlikely that locomotor learning during early stages of development is governed by the same mechanisms as in adulthood. By the time humans reach maturity, they are so proficient at walking that it is difficult to come up with a sufficiently novel task to study de novo locomotor learning. The split-belt treadmill, which has two belts that can drive each leg at a different speed, enables the study of both short- (i.e., immediate) and long-term (i.e., over minutes-days; a form of motor learning) gait modifications in response to a novel change in the walking environment. Individuals can easily be screened for previous exposure to the split-belt treadmill, thus ensuring that all experimental participants have no (or equivalent) prior experience. This paper describes a typical split-belt treadmill adaptation protocol that incorporates testing methods to quantify locomotor learning and generalization of this learning to other walking contexts. A discussion of important considerations for designing split-belt treadmill experiments follows, including factors like treadmill belt speeds, rest breaks, and distractors. Additionally, potential but understudied confounding variables (e.g., arm movements, prior experience) are considered in the discussion.

We describe a protocol for investigating human locomotor adaptation using the split-belt treadmill, which has two belts that can drive each leg at a different speed. We specifically focus on a paradigm designed to test the generalization of adapted locomotor patterns to different walking contexts (e.g., gait speeds, walking environments).

استخدام حلقة مفرغة سبليت-حزام لتقييم تعميم التكيف الحركي البشري

Understanding the mechanisms underlying locomotor learning helps researchers and clinicians optimize gait retraining as part of motor rehabilitation. ...

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that involves finger-pressing movements while sitting, the modified SRT task requires participants to step with both feet while maintaining a standing posture. This stepping task necessitates whole body actions that impose postural challenges. The foot-stepping task complements the classic SRT task in several ways. The foot-stepping SRT task is a better proxy for the daily activities that require ongoing postural control, and thus may help us better understand sequence learning in real-life situations. In addition, response time serves as an indicator of sequence learning in the classic SRT task, but it is unclear whether response time, reaction time (RT) representing mental process, or movement time (MT) reflecting the movement itself, is a key player in motor sequence learning. The foot-stepping SRT task allows researchers to disentangle response time into RT and MT, which may clarify how motor planning and movement execution are involved in sequence learning. Lastly, postural control and cognition are interactively related, but little is known about how postural control interacts with learning motor sequences. With a motion capture system, the movement of the whole body (e.g., the center of mass (COM)) can be recorded. Such measures allow us to reveal the dynamic processes underlying discrete responses measured by RT and MT, and may aid in elucidating the relationship between postural control and the explicit and implicit processes involved in sequence learning. Details of the experimental set-up, procedure, and data processing are described. The representative data are adopted from one of our previous studies. Results are related to response time, RT, and MT, as well as the relationship between the anticipatory postural response and the explicit processes involved in implicit motor sequence learning.

The &quot;Motor&quot; in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

We introduce the foot-stepping serial reaction time (SRT) task. This modified SRT task, complementing the classic SRT task that involves only finger-pressing movement, better approximates daily sequenced activities and allows researchers to study the dynamic processes underlying discrete response measures and disentangle the explicit process operating in implicit sequence learning.

"السيارات" في موتور الضمني تسلسل التعلم: فعل مسلسل التنقل سيرا على الأقدام وقت المهمة

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that ...

Using the FishSim Animation Toolchain to Investigate Fish Behavior: A Case Study on Mate-Choice Copying In Sailfin Mollies

Over the last decade, employing computer animations for animal behavior research has increased due to its ability to non-invasively manipulate the appearance and behavior of visual stimuli, compared to manipulating live animals. Here, we present the FishSim Animation Toolchain, a software framework developed to provide researchers with an easy-to-use method for implementing 3D computer animations in behavioral experiments with fish. The toolchain offers templates to create virtual 3D stimuli of five different fish species. Stimuli are customizable in both appearance and size, based on photographs taken of live fish. Multiple stimuli can be animated by recording swimming paths in a virtual environment using a video game controller. To increase standardization of the simulated behavior, the prerecorded swimming path may be replayed with different stimuli. Multiple animations can later be organized into playlists and presented on monitors during experiments with live fish.
In a case study with sailfin mollies (Poecilia latipinna), we provide a protocol on how to conduct a mate-choice copying experiment with FishSim. We utilized this method to create and animate virtual males and virtual model females, and then presented these to live focal females in a binary choice experiment. Our results demonstrate that computer animation may be used to simulate virtual fish in a mate-choice copying experiment to investigate the role of female gravid spots as an indication of quality for a model female in mate-choice copying.
Applying this method is not limited to mate-choice copying experiments but can be used in various experimental designs. Still, its usability depends on the visual capabilities of the study species and first needs validation. Overall, computer animations offer a high degree of control and standardization in experiments and bear the potential to &#39;reduce&#39; and &#39;replace&#39; live stimulus animals as well as to &#39;refine&#39; experimental procedures.

Using the FishSim Animation Toolchain to Investigate Fish Behavior: A Case Study on Mate-Choice Copying In Sailfin Mollies

Using the novel FishSim Animation Toolchain, we present a protocol for non-invasive visual manipulation of public information in the context of mate-choice copying in sailfin mollies. FishSim Animation Toolchain provides an easy-to-use framework for the design, animation and presentation of computer-animated fish stimuli for behavioral experiments with live test fish.

استخدام Toolchain الرسوم المتحركة فيشسيم للتحقيق في سلوك الأسماك: دراسة حالة عن رفيقه-خيار النسخ في مليس سيلفين

Over the last decade, employing computer animations for animal behavior research has increased due to its ability to non-invasively manipulate the ...

An Instrumented Pull Test to Characterize Postural Responses

Impairment of postural reflexes, termed postural instability, is a common and disabling deficit in Parkinson's disease. To assess postural reflexes, clinicians typically employ the pull test to grade corrective responses to a backward perturbation at the shoulders. However, the pull test is prone to issues with reliability and scaling (score/4). Here, we present an instrumented version of the pull test to more precisely quantify postural responses. Akin to the clinical test, pulls are manually administered except pull force is also recorded. Displacements of the trunk and feet are captured by a semi-portable motion tracking system. Raw data represent distance traveled (in millimeter units), making subsequent interpretation and analysis intuitive. The instrumented pull test also detects variabilities influencing pull test administration, such as pull force, thereby identifying and quantifying potential confounds that can be accounted for by statistical techniques. The instrumented pull test could have application in studies seeking to capture early abnormalities in postural responses, track postural instability over time, and detect responses to therapy.

Impairment of postural reflexes, termed postural instability, is difficult to quantify. Clinical assessments such as the pull test suffer issues with reliability and scaling. Here, we present an instrumented version of the pull test to objectively characterize postural responses.

اختبار سحب إليه لتميز استجابات الوضعي

Impairment of postural reflexes, termed postural instability, is a common and disabling deficit in Parkinson's disease. To assess postural reflexes, ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

بروتوكول متعدد الوسائط لتقييم المعرفة والتموينية والتنظيم الذاتي في البالغين الذين يعانون من صعوبات في التعلم

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...