It takes the average reader to read The Cerebellar Contribution to Social Prediction and Learning in Autism by Laura C. Rice
Assuming a reading speed of 250 words per minute. Learn more
Atypical social communication is a core feature of Autism Spectrum Disorder, yet its neural bases remain unclear. The cerebellum is one candidate region: structural and functional differences are well-characterized in autism, mentalizing tasks engage right cerebellar lobule VII, and grey matter reductions within this region in autism correlate with core symptoms. We hypothesized that atypical cerebellar function in autism may impact the acquisition of social information and formation of internal predictive models, and that cerebellar neuromodulation may alter performance and neural activation patterns on a social learning task. We used cerebellar transcranial direct current stimulation (tDCS) with and without concurrent neuroimaging (functional MRI [fMRI]) to investigate the impact of cerebellar neuromodulation on behavioral performance and neural activation patterns during a social ball toss game (Cyberball), whereby participants implicitly learned patterns of social reciprocity to improve performance. Neurotypical adults (NT; Study 1, n=25; Study 2, n=16) and age-matched adults with autism (AG; Study 3, n=10) played Cyberball after 20min of excitatory (anodal), inhibitory (cathodal), or sham tDCS targeting right lobule VII. Participants completed three sessions (tDCS order counterbalanced), separated by one week. Task and resting state fMRI data were acquired and analyzed in Studies 1 and 2. Learning scores were computed as the proportion of tosses to the good versus bad reciprocal player. The effects of tDCS condition, session, task stage, and group on learning scores and median response times were assessed using linear mixed effects models. NT and AG groups showed significant learning during Cyberball, though higher autism symptom scores were associated with less learning. Better learning was associated with higher cerebellar engagement in the NT group, but the AG showed reduced cerebellar activation during the task. In NT participants, active cerebellar tDCS disrupted social learning. Social learning improved and cerebellar activation increased in the AG following cathodal tDCS. Functional connectivity patterns were disrupted in AG following anodal tDCS and normalized in AG following cathodal tDCS. These results suggest that the cerebellum is involved in social learning and that cerebellar neuromodulation may impact social behaviors in autism through increasing activation in cerebellar regions that promote successful task performance.
The Cerebellar Contribution to Social Prediction and Learning in Autism by Laura C. Rice is 0 pages long, and a total of 0 words.
This makes it 0% the length of the average book. It also has 0% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes to read The Cerebellar Contribution to Social Prediction and Learning in Autism aloud.
The Cerebellar Contribution to Social Prediction and Learning in Autism is suitable for students ages 2 and up.
Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.
When deciding what to show young students always use your best judgement and consult a professional.
The Cerebellar Contribution to Social Prediction and Learning in Autism by Laura C. Rice is sold by several retailers and bookshops. However, Read Time works with Amazon to provide an easier way to purchase books.
To buy The Cerebellar Contribution to Social Prediction and Learning in Autism by Laura C. Rice on Amazon click the button below.
Buy The Cerebellar Contribution to Social Prediction and Learning in Autism on Amazon