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Musser, E. D.

Publications and source records attributed to Musser, E. D..

2 recordsLinked to original sources

Denoising physiological data collected during multi-band, multi-echo EPI sequences

Collecting physiological data during fMRI experiments can improve fMRI data cleaning and contribute to our understanding of psychophysiological processes; however, these recordings are frequently fraught with artifacts from the MRI pulse sequence. Here, we assess data from BIOPAC Systems, Inc., one of the more widely-used manufacturers of physiological monitoring equipment, and evaluate their recommendations for filtering such artifacts from electrocardiogram and electrodermal activity data collected during single-band, single-echo fMRI sequences and extend these recommendations to address artifacts associated with multiband, multi-echo fMRI sequences. While the magnitude and frequencies of artifacts differ with these aspects of pulse sequences, their effects can be mitigated via application of digital filters incorporating slice collection, multiband factor, and repetition time. The implementation of these filters is provided both in interactive online notebooks and an open source denoising tool.

physiology

Intelligence and academic performance: Is it all in your head?

Academic performance relies, in part, on intelligence; however, intelligence quotient (IQ) is limited in predicting academic success. Furthermore, while the search for the biological seat of intelligence predates neuroscience itself, its findings remain conflicting. Here, we assess the interplay between IQ, academic performance, and brain connectivity with behavioral and functional MRI data collected from undergraduate students as they completed an active learning or lecture-based semester-long university physics course. IQ (i.e., full-scale WAIS scores) increased significantly pre-to post-instruction, were associated with physics knowledge and reasoning measures, but were unrelated to overall course grade. IQ was related to brain connectivity during physics-related cognition, but connectivity did not mediate IQs association with task performance. These relations depended on students sex and instructional environment, providing evidence that physics classroom environment and pedagogy may have a gendered influence on students performance. Discussion focuses on opportunities to improve physics reasoning skills for all students.

neuroscience