Biology subjects

Sensinger, J.

Publications and source records attributed to Sensinger, J..

2 recordsLinked to original sources

bioRxiv2017

Assessing the quality of supplementary sensory feedback using a crossmodal congruency task

Peripheral nerve interfaces show promise in making prosthetic limbs more biomimetic and ultimately more intuitive and useful for patients. However, approaches to assess these emerging technologies are limited in their scope and the insight they provide. When outfitting a prosthesis with a new feedback system it would be helpful to quantify its physiological correspondence, i.e. how well the experimental feedback mimics the perceived feedback in an intact limb. Here we present an approach to quantify physiological correspondence using a modified crossmodal congruency task. We trained 60 able-bodied subjects to control a bypass prosthesis under different feedback conditions and training durations. We find that the crossmodal congruency effect (CCE) score is sensitive to changes in feedback modality (multi-way ANOVA; F(2,48) = 6.02, p<0.05). After extended training, the CCE score increased as the spatial separation between expected and perceived feedback decreased (unpaired t-test, p<0.05). We present a model that can quantitatively estimate physiological correspondence given the CCE result and the measured spatial separation of the feedback. This quantification approach gives researchers a tool to assess an aspect of emerging augmented feedback systems that is not measurable with current motor assessments.

neuroscience↗

bioRxiv2017

The crossmodal congruency effect, a tool incorporation metric, suffers from a learning effect with repeated exposures

The incorporation of feedback into a persons body schema is well established. The crossmodal congruency effect (CCE) task is used to objectively quantify incorporation without being susceptible to experimenter biases. This visual-tactile interference task is used to calculate the CCE score as a difference in response time for incongruent and congruent trials. Here we show that this metric is susceptible to a learning effect that causes attenuation of the CCE score due to repeated task exposure sessions. We demonstrate that this learning effect is persistent, even after a 6 month hiatus in testing. Two mitigation strategies are proposed: 1. Only use CCE scores that are taken after learning has stabilized, or 2. Use a modified CCE protocol that decreases the task exposure time. We show that the modified and shortened CCE protocol, which may be required to meet time or logistical constraints in laboratory or clinical settings, reduced the impact of the learning effect on CCE results. Importantly, the CCE scores from the modified protocol were not significantly more variable than results obtained with the original protocol. This study highlights the importance of considering exposure time to the CCE task when designing experiments and suggests two mitigation strategies to improve the utility of this psychophysical assessment.

neuroscience↗