Biology subjects

D'Amario, S.

Publications and source records attributed to D'Amario, S..

3 recordsLinked to original sources

bioRxiv2025

Repeated subconcussive head impacts compromise white matter integrity: A longitudinal DTI and NODDI study in collegiate football players

ObjectivesTo determine whether repetitive subconcussive impacts in collegiate football are associated with altered white matter microstructure, motor control deficits, and changes in concussion symptoms across a single season. DesignCohort study with non-contact controls and stratification of contact athletes by head-impact exposure. MethodTwenty-two male varsity football players and 27 non-contact controls underwent pre-season diffusion tensor imaging. Tract-specific fractional anisotropy (FA) and mean diffusivity (MD) were derived from commissural and association tracts using probabilistic tractography. Helmet-mounted accelerometers quantified head-impact frequency and gForce over the season, classifying athletes into high (HE) and low-exposure (LE) groups. Football players completed the Kinarm Ball-on-Bar bimanual coordination task and SCAT3 symptom checklist pre- and post-season. ResultsAt pre-season, contact athletes showed altered white matter microstructure versus controls, with higher FA and predominantly lower MD across most tracts. Over the season, HE athletes sustained more total impacts and gForce than LE athletes and showed declining bimanual coordination on the Ball-on-Bar motor task. SCAT3 symptom and severity scores were low and showed no differences in change. ConclusionsRepetitive subconcussive exposure in collegiate football is associated with persisting white matter differences and subtle bimanual motor coordination deficits that are not detected by routine symptom-based tools, supporting the use of advanced neuroimaging and robotic motor assessment to monitor athlete brain health.

neuroscience↗

bioRxiv2024

Implicit Adaptation is Fast, Robust and Independent from Explicit Adaptation

During classical visuomotor adaptation, the implicit process is believed to emerge rather slowly; however, recent evidence has found this may not be true. Here, we further quantify the time-course of implicit learning in response to diverse feedback types, rotation magnitudes, feedback timing delays, and the role of continuous aiming on implicit learning. We find that implicit learning unfolds at a higher rate than conventionally expected in all feedback conditions. Increasing rotation size not only raises asymptotes, but also generally heightens explicit awareness, with no discernible difference in implicit rates. Cursor-jump and terminal feedback, with or without delays, predominantly enhance explicit adaptation while slightly diminishing the extent or the speed of implicit adaptation. In a continuous aiming reports condition, there is no discernible impact on implicit adaptation, and implicit and explicit adaptation progress at indistinguishable speeds. Finally, investigating the assumed negative correlation as an indicator of additivity of implicit and explicit processes, we observe weak associations at best across conditions. Our observation of implicit learning early in training in all tested conditions signifies how fast and robust our innate adaptation system is.

neuroscience↗

bioRxiv2022

Adapting to visuomotor rotations in stepped increments increases implicit motor learning

Human motor adaptation relies on both explicit conscious strategies and implicit unconscious updating of internal models to correct motor errors. Implicit adaptation is powerful, requiring less preparation time before executing adapted movements, but recent work suggests it is limited to some absolute magnitude regardless of the size of a visuomotor perturbation when the perturbation is introduced abruptly. It is commonly assumed that gradually introducing a perturbation should lead to improved implicit learning beyond this limit, but outcomes are conflicting. We tested whether introducing a perturbation in two distinct gradual methods can overcome the apparent limit and explain past conflicting findings. We found that gradually introducing a perturbation in a stepped manner, where participants were given time to adapt to each partial step before being introduced to a larger partial step, led to [~]80% higher implicit aftereffects of learning, but introducing it in a ramped manner, where participants adapted larger rotations on each subsequent reach, did not. Our results clearly show that gradual introduction of a perturbation can lead to substantially larger implicit adaptation, as well as identify the type of introduction that is necessary to do so.

neuroscience↗