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Meshulam, M.

Publications and source records attributed to Meshulam, M..

5 recordsLinked to original sources

Content-Sensitive Linguistic Representations in the Human Multiple-Demand Network

Neuroimaging dissociates specialized language regions from the domain-general multiple-demand (MD) network, yet the functional contribution of MD regions to language processing remains unresolved. Because MD recruitment during linguistic tasks is conventionally attributed to domain-general cognitive load, prior research has largely prioritized activation magnitude over representational content. Consequently, it remains unclear whether MD cortices function merely as nonspecific amplifiers of effort or actively encode fine-grained linguistic structures. Here we show that the MD network reliably encodes content-sensitive linguistic representations during naturalistic comprehension independently of peak cognitive demand. Using a voxelwise encoding framework with architecturally identical language models trained on distinct semantic domains (BERT and SciBERT) across three naturalistic fMRI datasets, we find that multiple-demand regions track linguistic structure during both high-demand scientific lectures and low-demand narratives. Furthermore, comparative analyses reveal that these representations are sensitive to domain-specific semantic regularities rather than surface-level form alone. Finally, by evaluating relative model alignment alongside the language network, we demonstrate that the representational balance between these two systems shifts dynamically as a function of task context and domain relevance, revealing a complementary division of labor. Together, these findings reframe the multiple-demand network from a purely extrinsic control mechanism into an active, content-sensitive component of a distributed semantic architecture.

neuroscience↗

Teacher-student neural coupling during teaching and learning

Human communication is remarkably versatile, enabling teachers to share highly abstracted and novel information with their students. What neural processes enable such transfer of information across brains during naturalistic teaching and learning? Here, we show that during lectures, wherein information transmission is unidirectional and flows from the teacher to the student, the students brain mirrors the teachers brain and that this neural coupling is correlated with learning outcomes. A teacher was scanned in fMRI giving an oral lecture with slides on a scientific topic followed by a review lecture. Students were then scanned watching either the intact lecture and review (N = 20) or a temporally scrambled version of the lecture (N = 20). Using intersubject correlation (ISC), we observed widespread teacher-student neural coupling spanning sensory cortex and language regions along the superior temporal sulcus as well as higher-level regions including posterior medial cortex (PMC), superior parietal lobule (SPL), and dorsolateral and dorsomedial prefrontal cortex. Teacher-student alignment in higher-level areas was not observed when learning was disrupted by temporally scrambling the lecture. Moreover, teacher-student coupling in PMC was significantly correlated with learning outcomes: the more closely the students brain mirrored the teachers brain, the more the student improved between behavioral pre-learning and post-learning assessments. Together, these results suggest that the alignment of neural responses between teacher and students may underlie effective communication of complex information across brains in classroom settings. Significance statementHow is technical, non-narrative information communicated from one brain to another during teaching and learning? In this fMRI study, we show that the DMN activity of teachers and students are coupled during naturalistic teaching. This teacher-student neural coupling emerges only during intact learning and is correlated with learning outcomes. Together, these findings suggest that teacher-student neural alignment underlies effective communication during teaching.

neuroscience↗

Think Like an Expert: Neural Alignment Predicts Understanding in Students Taking an Introduction to Computer Science Course

How do students understand and remember new information? Despite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural measure for predicting and assessing learning outcomes. Our approach hinges on the idea that successful learning involves forming the "right" set of neural representations, which are captured in "canonical" activity patterns shared across individuals. Specifically, we hypothesized that understanding is mirrored in "neural alignment": the degree to which an individual learners neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student "experts" in computer science. We found that alignment among students successfully predicted overall performance in a final exam. Furthermore, within individual students, concepts that evoked better alignment with the experts and with their fellow students were better understood, revealing neural patterns associated with understanding specific concepts. These results provide support for a novel neural measure of concept understanding that can be used to assess and predict learning outcomes in real-life contexts.

neuroscience↗

Repeated performance in problem-solving tasks attenuates human cortical responses

A ubiquitous characteristic of human cortical networks is their tendency to rapidly change their response properties upon repetition. While this phenomenon has been amply documented using simple sensory-motor tasks, it is still unclear to what extent brain activations change on a short time scale when we are engaged in high level, complex tasks. Here, we examined this question using three types of high-level visual problems. We analyzed data from intracranial recordings performed in eight patients, focusing on the location and type of changes and on their relationship to overt behavior. Our results show significant repetition effects, manifested as signal decrease with repetition, in three different groups of electrodes: Visual sites, which increased their activity during stimuli presentation; Processing Positive sites, which demonstrated increased activity throughout the experimental trial; and Processing Negative sites, which demonstrated suppression of activity during the trial as compared to baseline. Interestingly, despite these significant repetition effects, response time remained unchanged with repetition. These findings bear directly upon our ability to interpret results aggregated across multiple repetitions of the same complex task.

neuroscience↗

Increasing Suppression Of Saccade-Related Transients Along The Human Visual Hierarchy

A key hallmark of visual perceptual awareness is robustness to instabilities arising from unnoticeable eye and eyelid movements. In previous human intracranial (iEEG) work (Golan et al., 2016) we found that excitatory broadband high-frequency activity transients, driven by eye blinks, are suppressed in higher-level but not early visual cortex. Here, we utilized the broad anatomical coverage of iEEG recordings in 12 eye-tracked neurosurgical patients to test whether a similar stabilizing mechanism operates following small saccades. We compared saccades (1.3{degrees}-3.7{degrees}) initiated during inspection of large individual visual objects with similarly-sized external stimulus displacements. Early visual cortex sites responded with positive transients to both conditions. In contrast, in both dorsal and ventral higher-level sites the response to saccades (but not to external displacements) was suppressed. These findings indicate that early visual cortex is highly unstable compared to higher-level visual regions which apparently constitute the main target of stabilizing extra-retinal oculomotor influences.

neuroscience↗