Human neuronal excitation/inhibition balance explains and predicts neurostimulation induced learning benefits.

IF 7.8 1区 生物学 Q1 BIOCHEMISTRY & MOLECULAR BIOLOGY
PLoS Biology Pub Date : 2023-08-31 eCollection Date: 2023-08-01 DOI:10.1371/journal.pbio.3002193
Nienke E R van Bueren, Sanne H G van der Ven, Shachar Hochman, Francesco Sella, Roi Cohen Kadosh
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引用次数: 1

Abstract

Previous research has highlighted the role of the excitation/inhibition (E/I) ratio for typical and atypical development, mental health, cognition, and learning. Other research has highlighted the benefits of high-frequency transcranial random noise stimulation (tRNS)-an excitatory form of neurostimulation-on learning. We examined the E/I as a potential mechanism and studied whether tRNS effect on learning depends on E/I as measured by the aperiodic exponent as its putative marker. In addition to manipulating E/I using tRNS, we also manipulated the level of learning (learning/overlearning) that has been shown to influence E/I. Participants (n = 102) received either sham stimulation or 20-minute tRNS over the dorsolateral prefrontal cortex (DLPFC) during a mathematical learning task. We showed that tRNS increased E/I, as reflected by the aperiodic exponent, and that lower E/I predicted greater benefit from tRNS specifically for the learning task. In contrast to previous magnetic resonance spectroscopy (MRS)-based E/I studies, we found no effect of the level of learning on E/I. A further analysis using a different data set suggest that both measures of E/I (EEG versus MRS) may reflect, at least partly, different biological mechanisms. Our results highlight the role of E/I as a marker for neurostimulation efficacy and learning. This mechanistic understanding provides better opportunities for augmented learning and personalized interventions.

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人类神经元兴奋/抑制平衡解释并预测神经刺激诱导的学习益处。
先前的研究强调了兴奋/抑制(E/I)比率在典型和非典型发展、心理健康、认知和学习中的作用。其他研究强调了高频经颅随机噪声刺激(tRNS)的好处,tRNS是一种对学习的兴奋性神经刺激形式。我们研究了E/I作为一种潜在机制,并研究了tRNS对学习的影响是否取决于作为其假定标记的非周期指数所测量的E/I。除了使用tRNS操纵E/I外,我们还操纵了已被证明会影响E/I的学习水平(学习/过度学习)。参与者(n=102)在数学学习任务中通过背外侧前额叶皮层(DLPFC)接受假刺激或20分钟tRNS。我们发现,正如非周期指数所反映的那样,tRNS增加了E/I,而较低的E/I预测了tRNS对学习任务的更大益处。与之前基于磁共振波谱(MRS)的E/I研究相比,我们没有发现学习水平对E/I的影响。使用不同数据集的进一步分析表明,E/I(EEG与MRS)的两种测量可能至少部分反映了不同的生物学机制。我们的研究结果强调了E/I作为神经刺激疗效和学习标志物的作用。这种机械的理解为强化学习和个性化干预提供了更好的机会。
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来源期刊
PLoS Biology
PLoS Biology 生物-生化与分子生物学
CiteScore
14.40
自引率
2.00%
发文量
359
审稿时长
3 months
期刊介绍: PLOS Biology is an open-access, peer-reviewed general biology journal published by PLOS, a nonprofit organization of scientists and physicians dedicated to making the world's scientific and medical literature freely accessible. The journal publishes new articles online weekly, with issues compiled and published monthly. ISSN Numbers: eISSN: 1545-7885 ISSN: 1544-9173
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