Laura Petrosini

Environmental enrichment promotes improved spatial abilities and enhanced dendritic growth in the rat.

An enriched environment consists of a combination of enhanced social relations, physical exercise and interactions with non-social stimuli that leads to behavioral and neuronal modifications. In the present study, we analyzed the behavioral effects of environmental complexity on different facets of spatial function, and we assessed dendritic arborisation and spine density in a cortical area mainly involved in the spatial learning, as the parietal cortex. Wistar rat pups (21 days old) were housed in enriched conditions (10 animals in a large cage with toys and a running wheel), or standard condition (two animals in a standard cage, without objects). At the age of 3 months, both groups were tested in the radial maze task and Morris water maze (MWM). Morphological analyses on layer-III pyramidal neurons of parietal cortex were performed in selected animals belonging to both experimental groups. In the radial maze task, enriched animals exhibited high performance levels, by exploiting procedural competencies and working memory abilities. Furthermore, when the requirements of the context changed, they promptly reorganized their strategies by shifting from prevalently using spatial procedures to applying mnesic competencies. In the Morris water maze, enriched animals more quickly acquired tuned navigational strategies. Environmental enrichment provoked increased dendritic arborisation as well as increased density of dendritic spines in layer-III parietal pyramidal neurons.

A century of cerebellar somatotopy: a debated representation

The existence of functional localization within the cerebellum was advanced exactly one century ago by both comparative anatomical and physiological studies. Here, we will discuss how models of cerebellar localization have evolved over the last 100 years. Like the somatotopic representation in neocortical sensorimotor areas, the representation size of different body parts in the cerebellum does not reflect their peripheral extent, but rather the different demands on the sensory inputs for different movements.

Do children with developmental dyslexia have an implicit learning deficit

Objective: The purpose of this study was to investigate the effects of specific types of tasks on the efficiency of implicit procedural learning in the presence of developmental dyslexia (DD). Methods: Sixteen children with DD (mean (SD) age 11.6 (1.4) years) and 16 matched normal reader controls (mean age 11.4 (1.9) years) were administered two tests (the Serial Reaction Time test and the Mirror Drawing test) in which implicit knowledge was gradually acquired across multiple trials. Although both tests analyse implicit learning abilities, they tap different competencies. The Serial Reaction Time test requires the development of sequential learning and little (if any) procedural learning, whereas the Mirror Drawing test involves fast and repetitive processing of visuospatial stimuli but no acquisition of sequences. Results: The children with DD were impaired on both implicit learning tasks, suggesting that the learning deficit observed in dyslexia does not depend on the material to be learned (with or without motor sequence of response action) but on the implicit nature of the learning that characterises the tasks. Conclusion: Individuals with DD have impaired implicit procedural learning.

Implicit learning deficit in children with developmental dyslexia

Several neuropsychological deficits have been reported as characteristic of the cognitive profile of dyslexic children. Phonological and visual processing are often impaired as well as auditory processing, attention and information processing speed. We investigated whether implicit learning, is impaired in dyslexic children and adolescents. Tests of implicit and declarative learning were administered to 18 clinically defined dyslexics and 18 similar age controls. Dyslexics showed a reduced learning rate in the implicit but not in the declarative task, suggesting a specific deficit of implicit learning. Although alternative hypothesis cannot be ruled out, considering that implicit learning is a cognitive function primarily processed by the cerebellum and that recent neurological and physiological data suggest a cerebellar dysfunction in dyslexia, the present results suggest an impairment of cerebellar system in reading disabilities.

Cerebellar Contribution to Spatial Event Processing: Morris Water Maze and T‐maze

Recently, a cognitive function of cerebellar networks has been challenging the traditional view of the cerebellum as a motor control centre. Among the cognitive abilities reported to be affected by cerebellar deficits is the capacity to solve a spatial problem. We investigated the influence of a cerebellar lesion on spatial abilities by behavioural analysis of rats that had undergone surgical hemicerebellectomy (HCb; HCbed rats). Experiments were performed with a Morris water maze (MWM) and a water T‐maze in both cue and place versions (visible or hidden platform respectively). Results indicate a severe impairment in coping with spatial information in all phases of MWM testing as well as in the T‐maze paradigm. However, if the MWM cue phase was prolonged, HCbed rats displayed some ability to learn platform position, although at a level significantly different from controls. They succeeded in finding the platform, even in a pure place paradigm, such as finding a hidden platform with the starting points sequentially changed. Retention testing was also performed, demonstrating that HCb affects acquisition but not retention of spatial information. HCbed animals exhibit such disrupted exploration behaviour that they can display only peripheral circling, and they can acquire spatial relations only when proximal cues are available. Furthermore, in all phases of testing, platform finding for HCbed animals is essentially based on place strategies. Thus, a specific pattern of spatial behaviour, markedly different from that displayed following hippocampal or cortical lesions, characterizes cerebellar lesioned rats. These results are discussed taking into account the role in procedural learning recently assigned to cerebellar networks, demonstrating that the cerebellar circuits represent the keystone of the procedural components of spatial event processing.

On whether the environmental enrichment may provide cognitive and brain reserves

The construct of brain and cognitive reserves holds that cognitive enrichment fosters the development of neuroplasticity properties, which permit normal cognitive functioning even in the presence of brain pathology. Interpreting the experience-dependent increase of neuronal connectivity and efficiency in the light of the reserve theory provides an interesting approach for explaining the maintenance of cognitive function observed in some subjects affected by neurodegenerative disorders. In fact, mental and physical engagement with complex environments strengthens synaptic connectivity and provides the means by which preexisting neuronal networks are efficiently utilized and alternative networks are recruited to meet environmental demands and to cope with brain damage. There is considerable interest in determining the biological factors that allow the development of these reserves. To investigate these factors, it is possible to model situations of environmental enrichment in animals that parallel human cognitive enrichment. Experimental findings indicate that early onset and extended housing in an environment with enhanced sensorimotor, cognitive, and social stimulations results in significant changes in brain biochemistry, synaptic connectivity, and neuronal function in enriched animals. These changes provide the groundwork for the improvement of behavioral performance and maintenance of performance following brain damage. As this is the fundamental assumption of the reserve hypothesis, it is possible that as human educational attainment and occupational status, environmental enrichment develops reserves to be spent in the case of a subsequent lesion.

Visuospatial abilities in cerebellar disorders

Background: Cerebellar involvement in spatial data management has been suggested on experimental and clinical grounds. Objective: To attempt a specific analysis of visuospatial abilities in a group of subjects with focal or atrophic cerebellar damage. Methods: Visuospatial performance was tested using the spatial subtests of the WAIS, the Benton line orientation test, and two tests of mental rotation of objects—the Minnesota paper form board test (MIN) and the differential aptitude test (DAT). Results: In the Benton line orientation test, a test of sensory analysis and elementary perception, no deficits were present in subjects with cerebellar damage. In MIN, which analyses the capacity to process bidimensional complex figures mentally, and in the DAT, which is based on mental folding and manipulation of tridimensional stimuli, subjects with cerebellar damage were impaired. Conclusions: The results indicate that lesions of the cerebellar circuits affect visuospatial ability. The ability to rotate objects mentally is a possible functional substrate of the observed deficits. A comparison between visuospatial performance of subjects with focal right and left cerebellar lesions shows side differences in the characteristics of the visuospatial syndrome. Thus cerebellar influences on spatial cognition appear to act on multiple cognitive modules.

Interference of Left and Right Cerebellar rTMS with Procedural Learning

Increasing evidence suggests cerebellar involvement in procedural learning. To further analyze its role and to assess whether it has a lateralized influence, in the present study we used a repetitive transcranial magnetic stimulation interference approach in a group of normal subjects performing a serial reaction time task. We studied 36 normal volunteers: 13 subjects underwent repetitive transcranial magnetic stimulation on the left cerebellum and performed the task with the right (6 subjects) or left (7 subjects) hand; 10 subjects underwent repetitive transcranial magnetic stimulation on the right cerebellum and performed the task with the hand ipsilateral (5 subjects) or contralateral (5 subjects) to the stimulation; another 13 subjects served as controls and were not submitted to repetitive transcranial magnetic stimulation; 7 of them performed the task with the right hand and 6 with the left hand. The main results show that interference with the activity of the lateral cerebellum induces a significant decrease of procedural learning: Interference with the right cerebellar hemisphere activity induces a significant decrease in procedural learning regardless of the hand used to perform the serial reaction time task, whereas left cerebellar hemisphere activity seems more linked with procedural learning through the ipsilateral hand. In conclusion, the present study shows for the first time that a transient interference with the functions of the cerebellar cortex results in an impairment of procedural learning in normal subjects and it provides new evidences for interhemispheric differences in the lateral cerebellum.

Cerebellar contribution to spatial event processing: characterization of procedural learning.

Abstract Recently, we demonstrated the prevalent role of cerebellar networks in the acquisition of the procedural components of spatial information by testing hemicerebellectomized (HCbed) rats in a classical spatial task, the Morris water maze (MWM). As procedures used in the water maze are a mixture of different components (that is, general procedures, exploration procedures, direct reaching procedures), for optimally solving a spatial task all procedural components must be opportunely managed. Thus, severely impaired procedural learning of cerebellar origin can be better comprehended by fractionating the procedural facets. To this aim, a two-step water-maze paradigm was employed. Normal rats were first trained to search for a hidden platform moved to a different position in each trial, utilizing a water maze setting in which visual cues were abolished by heavy black curtains surrounding the tank. In this paradigm, normal animals solved the task by using general and exploration procedures, but they could not use direct reaching skills. A subgroup of these pretrained animals was then HCbed and, after recovery from cerebellar lesion, was tested in a water maze with normal environmental cues available, a paradigm in which normal animals develop abilities for reaching the target with very direct trajectories. Pretrained HCbed animals, however, did not display the typical spatial deficits of naive HCbed rats, persisted in exhibiting the scanning strategy learned during pretraining, and never displayed direct reaching skills. In conclusion, cerebellar networks appear to be involved in the acquisition of all procedural facets necessary for shifting behavior within the maze until direct reaching of the platform. The lack of flexibility in changing exploration strategies displayed by pretrained HCbed rats is interpreted by taking into account the well-known cerebellar frontal interplay sculpting a specific cerebellar role in the acquisition of spatial procedural steps.

Noise-Induced Hearing Loss (NIHL) as a Target of Oxidative Stress-Mediated Damage: Cochlear and Cortical Responses after an Increase in Antioxidant Defense

This study addresses the relationship between cochlear oxidative damage and auditory cortical injury in a rat model of repeated noise exposure. To test the effect of increased antioxidant defenses, a water-soluble coenzyme Q10 analog (Qter) was used. We analyzed auditory function, cochlear oxidative stress, morphological alterations in auditory cortices and cochlear structures, and levels of coenzymes Q9 and Q10 (CoQ9 and CoQ10, respectively) as indicators of endogenous antioxidant capability. We report three main results. First, hearing loss and damage in hair cells and spiral ganglion was determined by noise-induced oxidative stress. Second, the acoustic trauma altered dendritic morphology and decreased spine number of II–III and V–VI layer pyramidal neurons of auditory cortices. Third, the systemic administration of the water-soluble CoQ10 analog reduced oxidative-induced cochlear damage, hearing loss, and cortical dendritic injury. Furthermore, cochlear levels of CoQ9 and CoQ10 content increased. These findings indicate that antioxidant treatment restores auditory cortical neuronal morphology and hearing function by reducing the noise-induced redox imbalance in the cochlea and the deafferentation effects upstream the acoustic pathway.