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首页> 外文期刊>NeuroImage: Clinical >Task-independent effects are potential confounders in longitudinal imaging studies of learning in schizophrenia
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Task-independent effects are potential confounders in longitudinal imaging studies of learning in schizophrenia

机译：与任务无关的影响是精神分裂症学习纵向影像研究的潜在混杂因素

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Learning impairment is a core deficit in schizophrenia that impacts on real-world functioning and yet, elucidating its underlying neural basis remains a challenge. A key issue when interpreting learning-task experiments is that task-independent changes may confound interpretation of task-related signal changes in neuroimaging studies. The nature of these task-independent changes in schizophrenia is unknown. Therefore, we examined task-independent “time effects” in a group of participants with schizophrenia contrasted with healthy participants in a longitudinal fMRI learning-experiment designed to allow for examination of non-specific effects of time. Flanking the learning portions of the experiment with a task-of-no-interest allowed us to extract task-independent BOLD changes. Task-independent effects occurred in both groups, but were more robust in the schizophrenia group. There was a significant interaction effect between group and time in a distributed activity pattern that included inferior and superior temporal regions, frontal areas (left anterior insula and superior medial gyri), and parietal areas (posterior cingulate cortices and precuneus). This pattern showed task-independent linear decrease in BOLD amplitude over the two scanning sessions for the schizophrenia group, but showed either opposite effect or no activity changes for the control group. There was a trend towards a correlation between task-independent effects and the presence of more negative symptoms in the schizophrenia group. The strong interaction between group and time suggests that both the scanning experience as a whole and the transition between task-types evokes a different response in persons with schizophrenia and may confound interpretation of learning-related longitudinal imaging experiments if not explicitly considered. Highlights ? A robust method was used to identify task-independent fMRI BOLD changes in a multiday learning experiment in schizophrenia ? Task-independent effects were apparent in healthy control group and schizophrenia but differed in direction and magnitude ? In schizophrenia they were greater in magnitude and most prominent in areas of the salience and default mode networks ? Unless properly accounted for, these effects will compromise precise interpretation of fMRI learning data in schizophrenia.
机译：学习障碍是精神分裂症的一个核心缺陷，会影响现实世界的功能，然而，阐明其潜在的神经基础仍然是一个挑战。解释学习任务实验时的一个关键问题是，与任务无关的变化可能会混淆神经影像研究中与任务相关的信号变化的解释。这些独立于任务的精神分裂症改变的性质是未知的。因此，我们在纵向fMRI学习实验中检查了一组精神分裂症参与者与健康参与者的任务独立性“时间效应”，而纵向fMRI学习实验旨在检查时间的非特定效应。将实验的学习部分与无意义的任务相对应，使我们能够提取与任务无关的BOLD更改。两组均出现与任务无关的效应，但在精神分裂症组中则更为明显。组和时间之间的交互作用具有显着的交互作用，分布模式包括颞下和颞上区域，额叶区域（左前岛和上内侧回）和顶叶区域（扣带后皮质和前突）。对于精神分裂症组，此模式显示在两个扫描阶段中，与任务无关的BOLD幅度线性下降，但对于对照组，则显示出相反的作用或没有活性变化。精神分裂症组中，与任务无关的作用与更多负面症状之间存在相关性趋势。小组和时间之间的强烈相互作用表明，整个扫描体验和任务类型之间的转换都会对精神分裂症患者产生不同的反应，并且如果未明确考虑，可能会混淆与学习有关的纵向成像实验的解释。强调 ？在精神分裂症的多日学习实验中，使用了一种可靠的方法来识别任务无关的fMRI BOLD变化。在健康对照组和精神分裂症中，与任务无关的作用明显，但是在方向和大小上有所不同。在精神分裂症中，它们的大小更大，在显着性和默认模式网络方面最为突出？除非适当考虑，否则这些影响将损害精神分裂症中fMRI学习数据的精确解释。

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