这项研究是由博士研究的推广（PODS）支持的I和II奖项基金会的物理治疗，并从美国物理治疗协会芭芭拉萨金特教育处的认养文档奖学金。

该机构审查委员会在南加州大学批准了这项研究。 1.系统准备<ol><li>建立了动作捕捉系统。请注意：这些步骤是每个运动捕捉系统不同。 <ol><li>对准通过点击动作捕捉程序“ 进行新注册”，进入30秒的采集时间，点击“ 注册 ”，并移动所述注册对象的捕获体积内的坐标的两个运动捕捉传感器，一个传感器的系统为30秒。当注册成功完成后，观察根的意思是在计算机屏幕上平方（RMS）注册错误。 </li><li>全球坐标系使用登记对象通过单击测试表对准动作捕捉程序“ 执行新的对齐 ”。 <ol><li>通过将注册OBJE定义原点克拉上的测试台和点击“ 数字化 ”，在动作捕捉程序的右上角。通过将登记对象的框的顶部并点击“ 数字化 ”定义的Z轴; Z轴是垂直于所述表中。 </li><li>通过移动包装盒上的登记对象沿该表的长度，并点击“ 数字化 ”定义在Z / Y +面; Y轴平行于该表和X轴的长度是平行于输送台的宽度。 </li></ol></li><li>堵塞指示灯成两个闸门口，进入运动捕捉系统程序（24选通端口1和20选通2端口）内的每个选通端口的LED数量。请参考图3，用于每个LED的数量和位置。选择丢失的数据，以提供一个长条图表状显示的发光二极管被跟踪的实时性。 <img alt="图3" src="/files/ftp_upload/52841/52841fig3.jpg" /><strong&gt;图3放置的发光二极管。选通1由刚性体（4个LED在每个刚体）为右和左大腿，小腿和脚的。频闪2由刚性体为右和左骨盆，胸骨标记，和各个LED的。 </li></ol></li><li>成立婴儿移动计算机程序。 <ol><li>输入分钟每个条件的数量。第1天，输入2阶段1（2分钟基线，非加固条件），6期2（6分钟采集，加固条件）; 0 3阶段（0分消，非加固条件）。 </li><li>对于第2天，输入2阶段1（基线），6期2（收购），2阶段3（消光），并选中“ 使用按照Zmin为默认值 ”，让第一天的基线中计算的门槛将门槛用于2日的收购条件。 </li><li>选择“StreamframesAllFrames”，然后点击“ 发送 ”，使手机程序使用的数据来自运动捕捉系统激活基于指定的标准婴儿移动。 </li></ol></li><li>设置在视频摄像机。 <ol><li>启动三个同步录像视频计算机程序（右侧卧位，左侧卧位，开销意见）。 </li><li>启动额外的视频摄像头在婴儿的头记录的面部表情和眼睛注视。 </li></ol></li></ol> 2.婴儿准备<ol><li>描述实验的父母，并告知他们互动尽可能少与他们的婴儿。 注意：给父母，如果婴儿不整个实验变得繁琐，父母应该婴儿坐在旁边的视图外，但是，如果婴儿变得模糊存在与婴儿相互作用的一个进展。 <ol><li>首先，在一个令人放心的语气问父母说，“一切都还好，我就在这里，”。 </li><li>二，问家长要站在婴儿的美景，一边安抚婴儿。 </li><li>三，问父母要么持有的婴儿的一只手或给婴儿奶嘴。 注：最少需要保持冷静婴儿和警觉父母的互动，并给出尽可能迅速结束越好。 </li></ol></li><li>脱衣服的婴儿，放置在婴儿移动的婴儿，并用尼龙搭扣带横放在后备箱固定婴儿表。 </li><li>后的婴儿被固定到该表中，将胸骨标记和骨盆，大腿，小腿，以及对婴儿的脚刚体。 </li></ol> 3.婴儿移动学习任务<ol><li>每一天，通过同步地开始运动捕获系统，移动计算机程序，和摄像机启动移动学习任务。 <ol><li>这两天从分0比2，基准条件下，观察婴幼儿自发踢。 </li><li>在2英里期间1天Ñ​​基线条件，观察作为婴儿移动程序连续计算的阈值基于从上刚体每只脚的LED中的一个的z数据移动活化。例如，右脚和标记21的左脚标记9。标记9是右脚上刚体圆圈黄色图1中的中心的LED。标记21是在左脚刚体的中心LED。 </li><li>在2分钟基线的端部，移动程序将在2分钟基线条件期间设定在一个标准偏差（SD）上述双脚的平均高度的高度的阈值。 </li><li>这两天从分2至8，收购条件，作为观察婴儿的移动和旋转播放音乐时，LED无论是放置在脚下穿过第一天的2分钟基线条件中计算的门槛。 注：移动激活会持续，只要脚高于虚拟阈至最多3秒。 3秒后，莫如果婴儿移动足下面的虚拟阈值，然后垂直移动的脚，并再次跨过阈值胆汁将只重新激活。这“3秒法则”鼓励积极探索腿动作对持有超过阈值的脚。 </li><li>第2天从8-10分钟，消光条件，作为观察婴儿自发地踢不移动加固。 </li></ol></li><li>后的婴儿与移动交互，收集静态校准试验来定义每个脚部一个局部坐标系，并定义一个参考配置为每个本体段中的空间。 <ol><li>修复十个单独的LED两侧使用双面EKG铤在下列地点婴幼儿的皮肤：下面的第十肋骨躯干外侧中线，髋关节，膝关节外侧关节线的大转子，脚踝外踝，和远端5 日跖骨。 </li><li>握住婴儿的下肢在对于5秒的延伸，解剖位置。所有关节角度在这个校正位置被定义为0°。 </li></ol></li><li>第2天，收集人体测量数据。 <ol><li>权衡在数字电子秤每个婴儿。 </li><li>看看下面的测量：婴幼儿的总长度;圆周在中间段大腿，小腿和脚的;宽度膝关节（在膝关节线），踝（在踝）和脚（在跖骨头）;和大腿（大粗隆膝关节线），小腿（膝关节行至外踝）和脚（内踝以第一跖趾关节）的长度。 </li></ol></li></ol> 4.数据分析<ol><li>通过使用自定义计算语言程序的实验如Matlab的每2分钟间隔期间计算RLA％的性能进行分析和学习。计算的时间的一个或两个，活化的移动高于阈值的每个脚的LED的持续时间。因为3秒的时间间隔后该移动不激活，减去的时间，其中一个或两个LED均高于阈值大于3秒的时间间隔的持续时间。 <ol><li>由统计分析期间三，2分钟采集间隔中的任一项的％RLA是否显著超过2分钟基线间隔3,4,7,9,10测量组的性能的每一天。 </li><li>归类单个婴儿为具有每天执行的任务，如果任何一个2分钟采集间隔期间的％RLA是等于或大于1.5倍的％RLA在2分钟基线间隔3,4,6,9,10。 </li><li>通过确定在整个6分钟取得条件第2天的RLA％ 统计是否超过在基准条件第1天3,6％RLA测量通过天组学习。 </li><li>个人归类为婴幼儿，如果学习者2日的全部6分钟采集状态期间％RLA等于或GRE亚特超过1天的3,6,11 1.5倍的基准条件。 </li></ol></li><li>通过实验的每2分钟间隔期间的编码录像带分析觉醒和注意力。觉醒规模定义为：犯困= 1，警惕和不活动= 2，警惕和积极= 3，挑剔= 4，和哭泣= 5 3,8,11。注意比例被定义为：0 =不看移动，1 =看着移动3,8。 </li><li>处理位置数据和使用自定义MATLAB程序提取踢。 <ol><li>运动捕捉系统输出到自定义的Matlab程序加载位置数据文件内插使用三次样条丢失的位置数据（最大连续20帧）。 </li><li>加载插文件到定制Matlab程序至（a），使用四阶巴特沃思5 Hz的截止频率滤波位置的数据作为从功率谱分析确定，和（b）计算如下关节角度：髋部弯曲/展期，髋关节外展/内收，髋部外/内旋，膝关节屈曲/伸展，踝关节反演/外翻，踝关节背屈/在12描述跖屈。 </li><li>加载角度文件到一个自定义的Matlab程序提取踢。定义一个踢作为发病连续腿部运动的，其中，髋关节或膝关节角度变化超过11.5°（0.2弧度）为任一屈曲或伸展3,9,13-15的开头。定义踢峰值延伸的以下一个屈曲运动或峰屈曲以下的延伸运动3,9,14帧的末尾。 </li></ol></li><li>对于所有的踢，计算使用自定义的MATLAB程序运动学参数。 <ol><li>计算位置方差中的LED在每只脚，活化的移动3的z方向（垂直，任务特定方向）。 </li><li>计算髋关节屈曲/延伸和膝关节屈曲/伸缩缝使用的相关性Pearson相关系数（R）在零滞后之间的髋关节和膝关节角度游览。比较相关（r）婴儿中，转换髋膝关节角度相关费舍尔Z值 3,9,15。 </li><li>时间正常化关节角度数据，然后计算髋关节屈曲/伸展和屈膝/从角位置/速度数据16,17延伸的连续相对相位（CRP）。在以下五个时间点分析的CRP计算结果：（1）开始时踢的，（二）峰的第一个段的速度，（三）关节反转，（d）该第二区段的峰值速度，以及（e踢3）结束。 </li></ol></li><li>对于所有的踢，通过查看同步的视频数据识别非接触踢腿。计算动力学参数使用自定义的MATLAB程序非接触式踢腿。 <ol><li>从修改从Hatze的成年人人体18婴儿模型计算公式的段质和中心的质量。计算的惯性力矩3D大腿，小腿和脚从公式修改段从Jensen的成年人人体19婴儿模型。 </li><li>计算术语在使用空间操作20的螺旋理论运动的下面的等式。 <img alt="式（1）" src="/files/ftp_upload/52841/52841equation1.jpg" /> 使用拉格朗日方法，其中，M（θ）为惯性矩阵，导出， <img alt="theta1" src="/files/ftp_upload/52841/theta1.jpg" />科里奥利和离心扭矩矩阵，N（θ）的引力（GRA），扭矩和T肌肉（毛里求斯）的扭矩。 </li><li>计算使用来自非接触踢，体段惯性参数和运动的生物力学方程三维运动学数据关节力矩。 </li><li>在分区各关节的净（NET）扭矩转换成运动有关（MDT），GRA和MUS扭矩贡献21。净扭矩成正比的加速度在每个接头处。MDT转矩涉及与肢体的运动相互关联的段之间的机械相互作用有关的被动扭矩。 GRA扭矩与重力向下的作用肢体的被动力。 MUS扭矩包括从有源肌肉收缩和肌肉的被动变形，肌腱，韧带和其它关节周围组织的力。 </li><li>用于髋关节和膝关节分开，计算扭矩脉冲作为各分配扭矩（MUS，GRA，MDT），以净转矩的贡献大小。计算过程中的时间间隔，其中，膝盖MUS扭矩作用在相同或相反的方向与膝盖NET扭矩相比正或负的转矩脉冲（转矩*时间）。执行此相同的计算膝关节GRA和MDT扭矩和臀部毛里求斯，GRA和MDT扭矩。用于髋关节和膝关节分开，总结所有正和负脉冲的每个转矩分量，得到的每个隔开的扭矩者脉冲的贡献的大小的量度E（MUS，GRA，MDT）以净扭矩冲动。 </li></ol></li></ol>

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Brain Res. 142 (2), 163-180 (2002).</li><li>Angulo-Kinzler, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Exploration+and+selection+of+intralimb+coordination+patterns+in+3-month+old+infants.">Exploration and selection of intralimb coordination patterns in 3-month old infants.</a> J. Mot. Behav. 33, 363-376 (2001).</li><li>Fetters, L., Chen, Y. P., Jonsdottir, J., Tronick, E. Z. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Kicking+coordination+captures+differences+between+full-term+and+premature+infants+with+white+matter+disorder.">Kicking coordination captures differences between full-term and premature infants with white matter disorder.</a> Hum. Mov. Sci. 22, 729-748 (2004).</li><li>Jeng, S., Chen, L., Yau, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Kinematic+analysis+of+kicking+movements+in+preterm+infants+with+very+low+birth+weight+and+full-term+infants.">Kinematic analysis of kicking movements in preterm infants with very low birth weight and full-term infants.</a> Phys. Ther. 82, 148-159 (2002).</li><li>Jensen, J. L., Thelen, E., Ulrich, B. D., Schneider, K., Zernicke, R. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Adaptive+dynamics+of+the+leg+movement+patterns+of+human+infants:+III.+age-related+differences+in+limb+control.">Adaptive dynamics of the leg movement patterns of human infants: III. age-related differences in limb control.</a> J. Mot. Behav. 27, 366-374 (1995).</li><li>Piek, J. P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+quantitative+analysis+of+spontaneous+kicking+in+two-month-old+infants.">A quantitative analysis of spontaneous kicking in two-month-old infants.</a> Hum. Mov. Sci. 15, 707-726 (1996).</li><li>Thelen, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Developmental+origins+of+motor+coordination:+Leg+movements+in+human+infants.">Developmental origins of motor coordination: Leg movements in human infants.</a> Dev. Psychobiol. 18, 1-22 (1985).</li><li>Vaal, J., van Soest, A. J., Hopkins, B., Sie, L. T. L., van der Knaap, M. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+spontaneous+leg+movements+in+infants+with+and+without+periventricular+leukomalacia.">Development of spontaneous leg movements in infants with and without periventricular leukomalacia.</a> Exp. Brain Res. 135, 94-105 (2000).</li></ol>

没有利益冲突的声明。

的发现学习任务的婴幼儿设计对于婴幼儿探索学习任务必须精心设计，以确保婴幼儿独立发现的偶然性。在的采集条件开始几个移动范例，婴儿或者表明该移动由所述移动7,22或每个婴儿的腿部一个非偶然活化激活由研究者被动移动到引入婴儿到应急9。此外，照顾者和实验者可以提供额外的加固，以支持婴儿的性能。具体的规则，在这里列出，是至关重要的，...

任务的具体行动，从自发运动在婴儿期出现。它已经提出，特定任务的动作通过发现学习过程1,2-出现。任务是发现了婴儿，因为他们自发地移动，并探讨其产生的环境影响的新行动。任务的具体行动，涌现作为婴儿利用他们的行动和他们对周围世界的影响之间的连接。然而，鲜为人知的是，精确的工艺，婴儿探索和利用学习来修改自己的自发动作来执行任务的具体行动。这里描述了一种方法，其中3-4个月婴幼儿学习任务被发现和他们的腿部动作捕捉，量化学习过程。 <img alt="图1" src="/files/ftp_upload/52841/52841fig1.jpg" /> 图1：婴儿踢激活的移动任务。 </强&gt;的中心的发光二极管（LED）安装于刚体每只脚（黄色圆圈）的激活的移动时，它穿过虚拟阈值（红色虚线）。重新印刷从萨金特等人的许可。3 这一发现学习任务使用婴儿激活的移动旋转和播放的基础上婴幼儿3的规定腿的动作音乐。移动下仰卧放置婴儿通过垂直移动他们的脚跨虚拟阈值（ 图1）激活它。这一模式的独特之处作为独立的婴儿发现自己的腿动作激活的移动，婴儿的腿部动作使用的动作捕捉系统，允许对学习过程的定量跟踪。 实验方案包括数据收集两天。第1天由一个2分钟的基准条件，其中一个婴儿自发地踢，但他的腿行动不能激活婴儿移动，随后6分钟采集条件，其中婴儿的腿部动作激活的婴儿移动，如果婴儿移动他的脚垂直交叉的虚拟阈值。该协议允许对婴儿自发腿动作的量化以及的运动的各个方面的婴儿探索其腿动作和活化婴儿移动之间的关系的定量。在第2天，除了2分钟基线条件和6分钟获取条件，一个2分钟的消光条件被添加在其中的婴儿的腿部动作不激活婴儿移动。这允许婴儿是如何改变自己的腿动作时，已经学会了环境响应中止量化。 在以前的婴幼儿移动范式，腿部运动4-6，具体的髋关节和膝关节的角频率7,8，或踢板9一直reinforc编着与移动的移动。每一天的性能相比于基线条件4-9被定义为增加在采集或消光条件期间这些腿的动作。跨越天学习被定义为天2或3的基线或取得条件期间增加这些腿动作和第1天5,6的基线条件。这些以前的移动范例表明，婴儿增加的腿的动作被与移动激活增强的频率，然而，它们不提供在运动学习任务的时候选择婴儿都提供给他们的信息。例如，如果踢球率是钢筋，婴演示性能和学习时，他们的蹬率增加或者与移动或者当移动不再激活交互时。这表明，婴儿能够提炼他们踢率，但它是未知的，如果婴儿能完善其腿部的协调模式或扭矩生产发电机密封Ë腿的动作是不是在他们的首选运动剧目。 这个移动范例是在婴儿唯一需要证明更精腿的动作，以激活移动比以往的移动范式。在这个移动范例，上表各支脚的高度使用从连接到每个脚的发光二极管（LED）的位置数据的2分钟基线条件期间被计算。虚拟阈值则设为平行于该表在一个高度，既英尺的高度的上限范围内的基线条件期间。在采集，移动和旋转播放音乐，如果任一只脚跨过的门槛。经过3秒时，移动站和重新激活仅当婴儿移动低于阈值的脚，然后垂直移动脚和再次跨过阈值。要激活手机的时间量最大，婴儿需要动脚高于阈值并维持其对GRAV性3秒，然后迅速移动脚低于阈值，并再次移动它上面的阈值，并在那里举行了3秒， 等等 。这就需要更精确的腿的动作不是简单地增加踢率。 <img alt="图2" src="/files/ftp_upload/52841/52841fig2.jpg" /> 图2：从婴儿代表末端效应（英尺）的未过滤的位置数据来自谁的基础上的个性化学习标准展示学习3个月大的婴儿2日未过滤的位置数据。红线是发光二极管的z坐标（LED）的放置右脚的位置数据。蓝线是从左脚的LED位置数据。粗黑线是表。虚线是虚拟阈放置14厘米以上表格作为单独确定的，根据其基线期间踢的高度每个婴儿第1天。X轴的条件时通过2分钟的间隔标记。请注意如何婴儿在基线移动他的脚在移动不激活前30秒采集1时，那么他始终保持双脚离桌子和移动他的脚对周围的门槛下一个5 1/2分钟，直到手机灭绝状态时不再激活。 这种移动模式的第二个特点是，每个婴儿的腿部动作是用一个国家的最先进的动作捕捉技术，以量化的婴儿是如何使用他们的运动选择学习任务跟踪。的每只脚激活从一个代表婴儿移动LED未过滤位置数据被包括在图2中。注意如何婴儿移动他的脚在不同高度上表基线和采集的第一部分期间，但然后移动两脚对周围的收购康迪的休息时的阈值直到重刑移动不再灭绝期间激活。这是许多潜在的移动战略，以实现发现学习的任务之一。该策略可以通过计算使用从运动捕捉系统获得的位置数据的三维运动学和动力学进行量化。具体而言，学习过程被量化的增强腿的动作（％RLA），它等于移动激活的持续时间，所述末端执行器（英尺），其激活移动，髋膝协调模式的位置方差的百分比和髋关节和膝关节扭矩。

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quantifying learning in young infants: tracking leg actions during a discovery-learning task

任务的具体行动，从自发运动在婴儿期出现。它已经提出，特定任务的动作通过发现学习的过程出现。这里描述了一种方法，其中3-4个月婴幼儿学习任务被发现和他们的腿部动作捕捉，量化学习过程。这一发现学习任务使用婴儿激活的移动，基于对婴幼儿指定的腿的动作和旋转播放音乐。仰卧婴儿激活移动通过垂直移动他们的脚跨虚拟门槛。这一模式的独特之处作为独立的婴儿发现自己的腿动作激活的移动，婴儿的腿部动作使用的动作捕捉系统，允许对学习过程的定量跟踪。具体而言，学习是量化移动激活的持续时间而言，末端执行器（脚），该激活的移动，改变髋膝coordina的位置方差化模式，并改变在髋关节和膝关节的肌肉力矩。此信息描述为支持特定任务行动的人，环境约束的相互影响婴幼儿的勘探和开采。使用这种方法可以研究婴儿的不同人群的风险如何具体障碍的运动障碍影响的发现学习的过程任务的具体行动的后续研究。

对婴幼儿的学习过程可以在％RLA方面进行量化，年底效应（英尺），髋膝角度相关系数，以及髋关节和膝关节力矩的位置变化。分析每个级别提供了有关在发现学习的过程如何婴儿探索他们的腿部动作和激活婴幼儿的移动之间关系的独特信息。 对于RL​​A％及髋膝关节角度相关系数，混合回归模型自回归协方差结构和群体（学生，非学生）作为学科之间的因子的统计分析被?...

Watch this Scientific Journal Video about Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task at JoVE.com

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

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.

量化学习婴幼儿：跟踪腿操作期间发现，学习任务

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

quantifying-learning-young-infants-tracking-leg-actions-during

Research

JoVE Journal

Behavior

10.5K 次观看.  University of Southern California. 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.

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

P50 Sensory Gating in Infants

Attentional deficits are common in a variety of neuropsychiatric disorders including attention deficit-hyperactivity disorder, autism, bipolar mood disorder, and schizophrenia. There has been increasing interest in the neurodevelopmental components of these attentional deficits; neurodevelopmental meaning that while the deficits become clinically prominent in childhood or adulthood, the deficits are the results of problems in brain development that begin in infancy or even prenatally. Despite this interest, there are few methods for assessing attention very early in infancy. This report focuses on one method, infant auditory P50 sensory gating.
Attention has several components. One of the earliest components of attention, termed sensory gating, allows the brain to tune out repetitive, noninformative sensory information. Auditory P50 sensory gating refers to one task designed to measure sensory gating using changes in EEG. When identical auditory stimuli are presented 500 ms apart, the evoked response (change in the EEG associated with the processing of the click) to the second stimulus is generally reduced relative to the response to the first stimulus (i.e. the response is &#34;gated&#34;). When response to the second stimulus is not reduced, this is considered a poor sensory gating, is reflective of impaired cerebral inhibition, and is correlated with attentional deficits.
Because the auditory P50 sensory gating task is passive, it is of potential utility in the study of young infants and may provide a window into the developmental time course of attentional deficits in a variety of neuropsychiatric disorders. The goal of this presentation is to describe the methodology for assessing infant auditory P50 sensory gating, a methodology adapted from those used in studies of adult populations.

Methods to record auditory P50 sensory gating, a physiological marker of cerebral inhibition which reflects early stages of attention, are described.

P50感觉门控的婴幼儿

Attentional deficits are common in a variety of neuropsychiatric disorders including attention deficit-hyperactivity disorder, autism, bipolar mood ...

科研

行为学

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical components. Both anxiety and fear can be studied in the laboratory by measuring the potentiation of the startle reflex. The startle reflex is a defensive reflex that is potentiated when an organism is threatened and the need for defense is high. The startle reflex is assessed via electromyography (EMG) in the orbicularis oculi muscle elicited by brief, intense, bursts of acoustic white noise (i.e., &#8220;startle probes&#8221;). Startle potentiation is calculated as the increase in startle response magnitude during presentation of sets of visual threat cues that signal delivery of mild electric shock relative to sets of matched cues that signal the absence of shock (no-threat cues). In the Threat Probability Task, fear is measured via startle potentiation to high probability (100% cue-contingent shock; certain) threat cues whereas anxiety is measured via startle potentiation to low probability (20% cue-contingent shock; uncertain) threat cues. Measurement of startle potentiation during the Threat Probability Task provides an objective and easily implemented alternative to assessment of negative affect via self-report or other methods (e.g., neuroimaging) that may be inappropriate or impractical for some researchers. Startle potentiation has been studied rigorously in both animals (e.g., rodents, non-human primates) and humans which facilitates animal-to-human translational research. Startle potentiation during certain and uncertain threat provides an objective measure of negative affective and distinct emotional states (fear, anxiety) to use in research on psychopathology, substance use/abuse and broadly in affective science. As such, it has been used extensively by clinical scientists interested in psychopathology etiology and by affective scientists interested in individual differences in emotion.

Potentiation of the startle reflex is measured via electromyography of the orbicularis oculi muscle during low (uncertain) and high (certain) probability electric shock threat in the Threat Probability Task. This provides an objective measure of distinct negative emotional states (fear/anxiety) for research on psychopathology, substance use/abuse, and broad affective science.

使用威胁概率任务，以评估焦虑和恐惧在不确定性和一定的威胁

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical ...

fMRI Validation of fNIRS Measurements During a Naturalistic Task

We present a method to compare brain activity recorded with near-infrared spectroscopy (fNIRS) in a dance video game task to that recorded in a reduced version of the task using fMRI (functional magnetic resonance imaging). Recently, it has been shown that fNIRS can accurately record functional brain activities equivalent to those concurrently recorded with functional magnetic resonance imaging for classic psychophysical tasks and simple finger tapping paradigms. However, an often quoted benefit of fNIRS is that the technique allows for studying neural mechanisms of complex, naturalistic behaviors that are not possible using the constrained environment of fMRI. Our goal was to extend the findings of previous studies that have shown high correlation between concurrently recorded fNIRS and fMRI signals to compare neural recordings obtained in fMRI procedures to those separately obtained in naturalistic fNIRS experiments. Specifically, we developed a modified version of the dance video game Dance Dance Revolution (DDR) to be compatible with both fMRI and fNIRS imaging procedures. In this methodology we explain the modifications to the software and hardware for compatibility with each technique as well as the scanning and calibration procedures used to obtain representative results. The results of the study show a task-related increase in oxyhemoglobin in both modalities and demonstrate that it is possible to replicate the findings of fMRI using fNIRS in a naturalistic task. This technique represents a methodology to compare fMRI imaging paradigms which utilize a reduced-world environment to fNIRS in closer approximation to naturalistic, full-body activities and behaviors. Further development of this technique may apply to neurodegenerative diseases, such as Parkinson&#8217;s disease, late states of dementia, or those with magnetic susceptibility which are contraindicated for fMRI scanning.

We present a method to compare functional brain activity recorded during a naturalistic task using fNIRS with activity recorded during fMRI.

的fNIRS功能磁共振成像测量验证过程中一个自然主义任务

We present a method to compare brain activity recorded with near-infrared spectroscopy (fNIRS) in a dance video game task to that recorded in a reduced ...

A Method for Remotely Silencing Neural Activity in Rodents During Discrete Phases of Learning

This protocol describes how to temporarily and remotely silence neuronal activity in discrete brain regions while animals are engaged in learning and memory tasks. The approach combines pharmacogenetics (Designer-Receptors-Exclusively-Activated-by-Designer-Drugs) with a behavioral paradigm (sensory preconditioning) that is designed to distinguish between different forms of learning. Specifically, viral-mediated delivery is used to express a genetically modified inhibitory G-protein coupled receptor (the Designer Receptor) into a discrete brain region in the rodent. Three weeks later, when designer receptor expression levels are high, a pharmacological agent (the Designer Drug) is administered systemically 30 min prior to a specific behavioral session. The drug has affinity for the designer receptor and thus results in inhibition of neurons that express the designer receptor, but is otherwise biologically inert. The brain region remains silenced for 2-5 hr (depending on the dose and route of administration). Upon completion of the behavioral paradigm, brain tissue is assessed for correct placement and receptor expression. This approach is particularly useful for determining the contribution of individual brain regions to specific components of behavior and can be used across any number of behavioral paradigms.

This protocol describes how to temporarily and remotely silence neuronal activity in discrete brain regions while rats are engaged in learning and memory tasks. The approach combines pharmacogenetics (Designer-Receptors-Exclusively-Activated-by-Designer-Drugs) with a behavioral paradigm (sensory preconditioning) that is designed to distinguish between different components of learning.

为远程沉默的神经活动在鼠害的方法在学习独立的阶段

This protocol describes how to temporarily and remotely silence neuronal activity in discrete brain regions while animals are engaged in learning and ...

A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental paradigms and analysis tools have been limited to constrained laboratory tasks and contexts due to technical limitations imposed by the available set of measuring and analysis techniques and the age of the subjects. These limitations severely limit the study of developmental neural dynamics and associated neural networks engaged in cognition, perception and action in infants performing &#8220;in action and in context&#8221;. This protocol presents a novel approach to study infants and young children as they freely organize their own behavior, and its consequences in a complex, partly unpredictable and highly dynamic environment. The proposed methodology integrates synchronized high-density active scalp electroencephalography (EEG), inertial measurement units (IMUs), video recording and behavioral analysis to capture brain activity and movement non-invasively in freely-behaving infants. This setup allows for the study of neural network dynamics in the developing brain, in action and context, as these networks are recruited during goal-oriented, exploration and social interaction tasks.

This protocol presents a novel methodology for the neural decoding of intent from freely-behaving infants during unscripted social interaction with an actor. Neural activity is acquired using non-invasive high-density active scalp electroencephalography (EEG). Kinematic data is collected with inertial measurement units and supplemented with synchronized video recording.

在自由，表现人类婴儿一种新的实验和分析方法意向的多模态神经解码期间社会互动

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental ...

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.

隐式电机序列学习中的 "马达": 步进串行反应时间任务

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

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

The present work is a description and an assessment of a methodology designed to quantify different aspects of the interaction between language processing and the perception of the visual world. The recording of eye-gaze patterns has provided good evidence for the contribution of both the visual context and linguistic/world knowledge to language comprehension. Initial research assessed object-context effects to test&#160;theories of modularity in language processing. In the introduction, we describe how subsequent investigations have taken the role of the wider visual context in language processing as a research topic in its own right, asking questions such as how our visual perception of events and of speakers contributes to&#160;comprehension informed by&#160;comprehenders&#39; experience. Among the examined aspects of the visual context are actions, events, a speaker&#39;s gaze, and emotional facial expressions, as well as spatial object configurations. Following an overview of the eye-tracking method and its different applications, we list the key steps of the methodology in the protocol, illustrating how to successfully use it to study visually-situated language comprehension. A final section presents three sets of representative results and illustrates the benefits and limitations of eye tracking for investigating the interplay between the perception of the visual world and language comprehension.

The present article reviews an eye-tracking methodology for studies on language comprehension. To obtain reliable data, key steps of the protocol must be followed. Among these are the correct set-up of the eye tracker (e.g., ensuring good quality of the eye and head images) and accurate calibration.

视觉语言理解中的眼动追踪: 发现视觉语境效果的灵活性和局限性

The present work is a description and an assessment of a methodology designed to quantify different aspects of the interaction between language processing ...

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As such, understanding the causes and mechanisms of regressions plays an important role in understanding eye movement behavior. Inhibition of return (IOR) is an oculomotor effect that results in increased latency to return attention to a previously attended target versus a target that was not previously attended. Thus, IOR may affect regressions. This paper describes how to design materials to distinguish between regressions caused by comprehension-related and oculomotor processes; the latter is subject to IOR. The method allows researchers to identify IOR and control the causes of regressions. While the method requires tightly controlled materials and large numbers of participants and materials, it allows researchers to distinguish and control the types of regressions that occur in their reading studies.

The method was designed to investigate the role of inhibition of return (IOR) in regressive eye movements during reading. The focus is on differentiating between regressions triggered as a result of comprehension difficulty versus those triggered from oculomotor error, including the role of IOR in the two types of regressions.

眼动追踪在阅读中区分基于理解的和基于眼球的退行性眼球运动

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As ...

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Assessing infant category learning is a challenging but vital aspect of studying infant cognition. By employing a familiarization-test paradigm, we straightforwardly measure infants&#8217; success in learning a novel category while relying only on their looking behavior. Moreover, the paradigm can directly measure the impact of different auditory signals on the infant categorization across a range of ages. For instance, we assessed how 2-year-olds learn categories in a variety of labeling environments: in our task, 2-year-olds successfully learned categories when all exemplars were labeled&#160;or the first two exemplars were labeled, but they failed to categorize when no exemplars were labeled or only the final two exemplars were labeled. To determine infants&#8217; success in such tasks, researchers can examine both the overall preference displayed by infants in each condition and infants&#8217; pattern of looking over the course of the test phase, using an eye-tracker to provide fine-grained time-course data. Thus, we present a powerful paradigm for identifying the role of language, or any auditory signal, in infants&#8217; object category learning.

Defining the Role Of Language in Infants&#039; Object Categorization with Eye-tracking Paradigms

Here we present a protocol for familiarization-test paradigms which provide a direct test of infant categorization and help to define the role of language in early category learning.

用眼动跟踪范式界定语言在婴儿对象分类中的作用

Assessing infant category learning is a challenging but vital aspect of studying infant cognition. By employing a familiarization-test paradigm, we ...

Fully Automated Leg Tracking in Freely Moving Insects using Feature Learning Leg Segmentation and Tracking (FLLIT)

The Drosophila model has been invaluable for the study of neurological function and for understanding the molecular and cellular mechanisms that underlie neurodegeneration. While fly techniques for the manipulation and study of neuronal subsets have grown increasingly sophisticated, the richness of the resultant behavioral phenotypes has not been captured at a similar detail. To be able to study subtle fly leg movements for comparison amongst mutants requires the ability to automatically measure and quantify high-speed and rapid leg movements. Hence, we developed a machine-learning algorithm for automated leg claw tracking in freely walking flies, Feature Learning-based Limb segmentation and Tracking (FLLIT). Unlike most deep learning methods, FLLIT is fully automated and generates its own training sets without a need for user annotation, using morphological parameters built into the learning algorithm. This article describes an in depth protocol for carrying out gait analysis using FLLIT. It details the procedures for camera setup, arena construction, video recording, leg segmentation and leg claw tracking. It also gives an overview of the data produced by FLLIT, which includes raw tracked body and leg positions in every video frame, 20 gait parameters, 5 plots and a tracked video. To demonstrate the use of FLLIT, we quantify relevant diseased gait parameters in a fly model of Spinocerebellar ataxia 3.

Fully Automated Leg Tracking in Freely Moving Insects using Feature Learning Leg Segmentation and Tracking FLLIT

We describe detailed protocols for using FLLIT, a fully automated machine learning method for leg claw movement tracking in freely moving Drosophila melanogaster and other insects. These protocols can be used to quantitatively measure subtle walking gait movements in wild type flies, mutant flies and fly models of neurodegeneration.

使用功能学习腿分割和跟踪 （FLLIT） 在自由移动昆虫中实现全自动腿部跟踪

The Drosophila model has been invaluable for the study of neurological function and for understanding the molecular and cellular mechanisms that underlie ...