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Del-Ben, C. M.

Publications and source records attributed to Del-Ben, C. M..

2 recordsLinked to original sources

Jumping To Conclusions, General Intelligence, And Psychosis Liability: Findings From The Multicentric EU-GEI Case-Control Study

BackgroundThe \"jumping to conclusions\" (JTC) bias is associated with both psychosis and general cognition but their relationship is unclear. In this study, we set out to clarify the relationship between the JTC bias, IQ, psychosis and polygenic liability to schizophrenia and IQ.\n\nMethods817 FEP patients and 1294 population-based controls completed assessments of general intelligence (IQ), and JTC (assessed by the number of beads drawn on the probabilistic reasoning \"beads\" task) and provided blood or saliva samples from which we extracted DNA and computed polygenic risk scores for IQ and schizophrenia.\n\nResultsThe estimated proportion of the total effect of case/control differences on JTC mediated by IQ was 79%. Schizophrenia Polygenic Risk Score (SZ PRS) was non-significantly associated with a higher number of beads drawn (B= 0.47, 95% CI -0.21 to 1.16, p=0.17); whereas IQ PRS (B=0.51, 95% CI 0.25 to 0.76, p<0.001) significantly predicted the number of beads drawn, and was thus associated with reduced JTC bias. The JTC was more strongly associated with higher level of psychotic-like experiences (PLE) in controls, including after controlling for IQ (B= -1.7, 95% CI -2.8 to -0.5, p=0.006), but did not relate to delusions in patients.\n\nConclusionsthe JTC reasoning bias in psychosis is not a specific cognitive deficit but is rather a manifestation or consequence, of general cognitive impairment. Whereas, in the general population, the JTC bias is related to psychotic-like experiences, independent of IQ. The work has potential to inform interventions targeting cognitive biases in early psychosis.

neuroscience

Better ears with eyes open: effects of multisensory stimulation with nonconscious visual stimuli on auditory learning

Audiovisual integration may improve unisensory perceptual performance and learning. Interestingly, this integration may occur even when one of the sensory modalities is not conscious to the subject, e.g., semantic auditory information may impact nonconscious visual perception. Studies have shown that the flow of nonconscious visual information is mostly restricted to early cortical processing, without reaching higher-order areas such as the parieto-frontal network. Thus, because multisensory cortical interactions may already occur in early stages of processing, we hypothesized that nonconscious visual stimulation might facilitate auditory pitch learning. In this study we used a pitch learning paradigm, in which individuals had to identify six pitches in a scale with constant intervals of 50 cents. Subjects were assigned to one of three training groups: the test group (Auditory + congruent unconscious visual, AV), and two control groups (Auditory only, A, and Auditory + incongruent unconscious visual, AVi). Auditory-only tests were done before and after training in all groups. Electroencephalography (EEG) was recorded throughout the experiment. Results show that the test group (AV, with congruent nonconscious visual stimuli) performed better during the training, and showed a greater improvement from pre-to post-test. Control groups did not differ from one another. Changes in the AV group were mainly due to performances in the first and last pitches of the scale. We also observed consistent EEG patterns associated with this performance improvement in the AV group, especially maintenance of higher theta-band power after training in central and temporal areas, and stronger theta-band synchrony between visual and auditory cortices. Therefore, we show that nonconscious multisensory interactions are powerful enough to boost auditory perceptual learning, and that increased functional connectivity between early visual and auditory cortices after training might play a role in this effect. Moreover, we provide a methodological contribution for future studies on auditory perceptual learning, particularly those applied to relative and absolute pitch training.

neuroscience