SP H 588C Electrophysiology of Perception and Cognition Spring 2018

Transcription

1 SP H 588C Electrophysiology of Perception and Cognition Spring Barbara Cone, Ph.D. Professor 518 SLHS Tel: conewess@ .arizona.edu Class Meeting for lecture and labs: Monday 8:00 a.m. 10:50 The information contained on this syllabus may be amended by the instructor with reasonable notice given to students. Course Overview: Students will participate in lecture, discussion, and practica regarding the neurophysiologic bases of auditory evoked potentials and the way they are applied in research and in clinic to evaluate perception, cognition, auditory processing and their disorders. Students will learn the theory and technique of speech-evoked ABRs, middle latency responses (MLR), 40-Hz ASSRs, obligatory and cognitive event-related potentials (ERPs). The practica sessions will give participants the opportunity to learn proper technique for obtaining high quality evoked potential responses. Throughout the course, critical review of the literature will be required and synthesis of material regarding application of electrophysiologic measures in research and clinical contexts. 1) Define the principles of signal processing for auditory evoked potentials. 2) Calculate the amount of amplification, number of averages, filtering requirements and the artifact reject levels needed to obtain the speech-evoked ABR, MLR, 40-Hz ASSR,CAEP, P300, and MMN. 3) Define the neural generators of the speech evoked ABR, MLR, 40-Hz ASSR, CAEP, P300 and MMN. 4) Discuss the stimulus variables, particularly the use of complex and speech stimuli, that affect the latency and amplitude of ABR, MLR, 40-Hz ASSR, CAEP, P300 and MMN. 5) Discuss the subject-related variables, including subject state (including attention) and age that affect the latency and amplitude of the MLR, 40-Hz ASSR, CAEP, P300 and MMN. 6) Summarize the effect of hearing loss on the MLR, 40-Hz ASSR, CAEP, P300 and MMN. 7) Analyze, interpret and summarize the results of MLR, 40-Hz ASSR, CAEP, P300 and MMN tests. 8) Compose/prescribe MLR, 40-Hz ASSR, CAEP, and P300 test protocols that can be used clinically. 9) Perform, analyze, interpret and summarize an MLR, CAEP, P300 and MMN test on a normallyhearing adult. 10) Critique the literature pertaining to clinical applications of MLR, 40-Hz ASSR, CAEP, P300, MMN and speech-evoked ABR tests. 11) Propose a research need for each of the evoked potentials pertaining to their clinical applications. Specific goals of the practica are that the student will be able to record and analyze the following: 1) Auditory middle latency responses; 2) Obligatory cortical evoked potentials: P1-N1-N2; mismatch negativity, acoustic change complex 3) Cognitive cortical evoked potentials P300a,b

2 Required Readings: 2 Picton TW (2011) Human Auditory Evoked Potentials. San Diego, Plural Publishing. Katz J, Medwetsky, L; Burkard, R and Hood L (Eds) (2009 or 2014) Handbook of Clinical Audiology (6 th or 7 th Edition), Philadephia, Lippincott, Williams and Wilkins. Required readings (primary source) journals on D2L. Lecture and Practica Schedule Wed. Jan 10 Mon. Jan. 15 Wed. Jan. 17 Mon. Jan. 22 Wed. Jan 24 Mon. Jan. 29 Wed. Jan 31 Mon. Feb. 5 Wed Feb 7 Mon Feb. 12 Wed Feb 14 Mon Feb. 19 Wed Feb 21 Mon. Feb. 26 Wed. Feb. 28 Mon. March 5 Wed. March 7 March 10 March 12 Mon March 19 Wed. March 21 Mon. March 26 Wed. March 28 Mon 2 April Wed 4 April Mon 9 April Wed 11 April Mon 16 April Wed 18 April Mon 23 April Wed 25 April Mon 2 May Review of signal processing for AEPs; Review of Brainstem anatomy/physiology; Martin Luther King Day Holiday Speech-evoked ABR Speech evoked ABR demo in class Anatomy and physiology of auditory pathway from IC: auditory thalamus and auditory cortex Middle Latency Response MLR demo in class 40 Hz ASSR 40 Hz ASSR demo in class Practica sessions CAEP I CAEP Basics demo CAEP II CAEP II demo Spring Break Spring Break Acoustic Change Complex Acoustic Change Complex demo Mismatch Negativity Mismatch Negativity demo P300 P300 demo Intro to Principles of Brain Mapping

3 3 Requirements and expectations: 1) There will be 10 written assignments, each worth 5 points. These will be distributed on Wednesdays and will be due in the drop box on the following Monday by 8 a.m. The assignments will be based upon required reading and lecture/demo material. The dates for distribution are: Jan. 10, 17, 24, 31; Feb 7, 21, 28, March 21, April 4 and April 18. There are 10 5 points each = 50% of grade. There will be a loss of points (0.5 point/hour for late assignments). 2) There will be 5 practica sessions and each will have an analysis and written component. Each is worth 8 points. You will have 10 days from the time of your lab session to complete the assignment. So, if your practicum session is on a Monday, you will have until Wednesday the following week to complete the assignment. If your practicum session is on Wednesday you will have until Friday the following week to complete the assignment. There are 5 8 points each = 40% of grade. There will be a loss of points (1 point/day for late assignments). 3) Class participation: 10% of grade. I plan to ask individuals for questions and comments during class. Be prepared to contribute to the discussion. 4) Attendance at lecture/demo and practica sessions is required. If you need to be absent from lecture or lab, please contact Dr. Cone via as soon as possible. Absences due to health issues and religious observances are always honored and plans for accommodating these will be made. Similarly, if there are health, religious or personal reasons that will affect your ability to complete an assignment by the due date, please contact me in advance and we will work something out. 5) Understanding the scientific and evidence-based concepts of clinical practices are of paramount importance in this course. 6) For each unit of a graduate class, the student is expected to devote 3 hours of study outside of class. Thus, you should expect to spend 9 hours/week, on average, completing the readings and assignments. 7) If at any time you find yourself struggling with the requirements and expectations, please come see me. 8) There are no exams or a final for this class. Your grade is based upon successful completion of the assignments, practica and class participation. 9) The SLHS Writing Rubric will be used. You will find this on D2L. 10) You are held responsible for skills and knowledge obtained in previous courses: psychoacoustics, anatomy and physiology, acoustics, hearing disorders, auditory brainstem responses. 11) Grading rubric: %= A 80-90%= B 69-79%=C 59-69%=D <59%=E

4 4 Students are expected to abide by the Student Code of Academic Integrity: ( Students are expected to abide by the University policy regarding threatening behavior: It is the University s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources ( ) to establish reasonable accommodations. Required Reading for Lectures and Demos (additional readings may be assigned as part of practica assignments) Picton = Human Auditory Evoked Potentials HOCA = Handbook of Clinical Audiology Jan. 10 Review of signal processing for AEPs; Review of Brainstem anatomy/physiology. a) Picton Chapters 1-6 (these review fundamental concepts of signal processing and neural generators). b) HOCA Chapter 11 Introduction to Auditory Evoked Potentials (Burkard & McNerney) Jan. 17 and Jan. 22 D2L articles on Speech evoked ABRs a) Skoe+Kraus: ABR for Complex Sounds Tutorial b) Chandrasekaran_et_al Brainstem Response to Speech c) Plack et al Frequency and Pitch Coding Also, Picton Chapter 10, pages Jan. 24 Anatomy and physiology of auditory thalamus and auditory cortex Review chapter on auditory thalamus in Musiek anatomy and physiology textbook D2L articles on auditory cortex: a) Ehret-Auditory Cortex-review b) Schreiner-Mapping of Auditory Cortex Jan. 29 and Jan 31 MLR Picton Chapter 9 HOCA Chapter 17 (Cacace and McFarland) D2L articles on MLR a) Musiek Review of MLR (in press, JAAA) b) Van Maanen-MLR thresholds in Hearing Impaired c) Woods DL MLR to tones of different frequencies d) Borgman-AMLR in Humans

5 Feb 5 and Feb 7 40 Hz ASSR Feb 5 Picton Chapter 10 HOCA Chapter 15 (Cone & Dimitrijevic) D2L articles on ASSR a) Korczak et al Tutorial b) Ross- Attention and 40 Hz ASSR c) Ross-40 Hz and sound localization Feb. 19 and 21 CAEP I Picton Chapter 11 HOCA Chapter 18 (Stapells) D2L Articles Cortex and Cognition, Single Units and Evoked Potentials a) Eggermont-Neural Code b) Eggermont and Ponton c) Belin and Zatorre-What-where-How in Auditory Cortex d) Belin and Zatorre-Temporal Lobe Response to Vocal Sound e) Zatorre Sound analysis in cortex Feb. 26 and 28 CAEP II D2L Cortical Auditory Evoked Potentials a) ConeWesson CAEP Audiology Applications b) Martin Speech Evoked Potentials c) Sussman CAEP and Rate d) Aging and AEPs March 19 and 21 Acoustic Change Complex Articles on D2L a) Martin and Boothroyd-ACC b) Martin and Boothroyd-ACC II c) Acoustic Change Complex-Clinical Implications d) ACC and Hearing Aid Frequency Compression e) Miller and Zhang Fricative Coding Hearing Aid f) Cone 2015 Electrophysiology of Vowel contrasts April 2 and 4 Mismatch Negativity Picton Chapter 12 Articles on D2L a) Naantanen MMN and Auditory Processing b) Cheour MMN in Infants c) Fishman Meaning of MMN d) Duncan-ERPs guidelines e) Wunderlich and Cone-Wesson 2001

6 April 16 and 18 P300 6 Articles on D2L a) Polich-P300 as Clinical Assay b) Jirsa-P300 and CAPD c) Purdy-ABR, MLR and P300 in Learning Disability d) Korczak P300 and speech sound processing e) Korczak Hearing Loss-Auditory Processing P300 f) Garinis and ConeWesson May 2 Brain Mapping Picton Chapter 4 Articles on D2L Brain source localization a) Picton Intracerebral Sources b) Herrmann Mechanisms of ERPs c) Scherg Identification of sources d) Schmitthorst et al DTI and APD