Biology subjects

Savic, A.

Publications and source records attributed to Savic, A..

3 recordsLinked to original sources

bioRxiv2021

Computational Neuroimaging of Cognition-Emotion Interactions: Affective and Task-similar Interference Differentially Impact Working Memory

Cognition depends on resisting interference and responding to relevant stimuli. Distracting information, however, varies based on content, requiring distinct filtering mechanisms. For instance, affective information captures attention, disrupts performance and attenuates activation along frontal-parietal regions during cognitive engagement, while recruiting bottom-up regions. Conversely, distraction matching task features (i.e. task-similar) increases fronto-parietal activity. Neural mechanisms behind unique effects of different distraction on cognition remain unknown. Using fMRI in 45 adults, we tested whether affective versus task-similar interference show distinct signals during delayed working memory (WM). We found robust differences between distractor types along fronto-parietal versus affective-ventral neural systems. We studied a hypothesized mechanism of this effect via a biophysically-based computational WM model that implements a functional antagonism between affective/cognitive neural modules. This architecture reproduced experimental effects: task-similar distractors increased, whereas affective distractors attenuated cognitive module activity while increasing affective module signals. The model architecture suggested that task-based connectivity may be altered in affective-ventral vs. fronto-parietal networks depending on distractor type. Empirically, affective interference significantly increased connectivity within the affective-ventral network, but reduced connectivity between affective-ventral and fronto-parietal networks, which predicted WM performance. These findings detail an antagonistic architecture between cognitive and affective systems, capable of flexibly engaging distinct distractions during cognition.

neuroscience↗

bioRxiv2020

Mapping Brain-Behavior Space Relationships Along the Psychosis Spectrum

Difficulties in advancing effective patient-specific therapies for psychiatric disorders highlight a need to develop a stable neurobiologically-grounded mapping between neural and symptom variation. This gap is particularly acute for psychosis-spectrum disorders (PSD). Here, in a sample of 436 cross-diagnostic PSD patients, we derived and replicated a dimensionality-reduced symptom space across hallmark psychopathology symptoms and cognitive deficits. In turn, these symptom axes mapped onto distinct, reproducible brain maps. Critically, we found that multivariate brain-behavior mapping techniques (e.g. canonical correlation analysis) do not produce stable results. Instead, we show that a univariate brain-behavioral space (BBS) can resolve stable individualized prediction. Finally, we show a proof-of-principle framework for relating personalized BBS metrics with molecular targets via serotonin and glutamate receptor manipulations and gene expression maps. Collectively, these results highlight a stable and data-driven BBS mapping across PSD, which offers an actionable path that can be iteratively optimized for personalized clinical biomarker endpoints.

neuroscience↗

bioRxiv2020

The sensor hub for detecting the developmental characteristics in reading in children on a white vs. coloured background/coloured overlays

The study investigated the influence of white vs 12 background and overlay colours on the reading process in school age children. Previous research reported that colours could affect reading skills as an important factor of the emotional and physiological state of the body and that reading is one of the most important processes in the maturation of children. The aim of the study was to assess developmental differences between second and third grade students of elementary school and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). In the experiment, the responses of 24 children (12 second and 12 third grade students) to different background and overlay colours were summarized using EEG, eye tracking, EDA and HRV signals. Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colours among second than third grade students which is linearly correlated to the level of stress and readable from EDA measures as well. The existing study showed the calming effect on second graders in turquoise and blue background colours. Considering other colours separately for each parameter, we assumed that there are no systematic differences in Reading duration, EEG power band, Eye-tracking and EDA measures.

neuroscience↗