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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

252
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Effects of feedback01:24

Effects of feedback

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Feedback in control systems plays a critical role in shaping various operational parameters, extending beyond simple error reduction to influence stability, bandwidth, gain, impedance, and sensitivity. Understanding these effects requires examining a basic feedback system characterized by defined input, output, error, and feedback signals.
Feedback significantly modifies the gain of a control system. The gain of a system without feedback is altered by a factor of one plus GH, where G represents...
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Updated: Aug 12, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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ALFF response interaction with learning during feedback in individuals with multiple sclerosis.

Ekaterina Dobryakova1, Rakibul Hafiz2, Olesya Iosipchuk1

  • 1Center for Traumatic Brain Injury Research, Kessler Foundation, 120 Eagle Rock Ave., East Hanover, NJ, USA.

Multiple Sclerosis and Related Disorders
|January 27, 2023
PubMed
Summary

This study reveals that individuals with multiple sclerosis (MS) exhibit altered brain activity patterns, specifically in resting-state brain activity (ALFF), during learning tasks. Despite no learning impairment, these differences suggest unique neural adaptations in MS patients.

Keywords:
Amplitude of low-frequency fluctuationsFeedbackLearningMultiple sclerosisResting state

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Area of Science:

  • Neuroscience
  • Medical Imaging
  • Cognitive Science

Background:

  • Resting-state brain activity, measured by amplitude of low-frequency fluctuations (ALFF), differs between healthy individuals and those with multiple sclerosis (MS).
  • Previous research has not explored the connection between ALFF and learning in MS patients.

Purpose of the Study:

  • To investigate the relationship between ALFF and feedback-based learning in individuals with MS.
  • To compare learning-related brain activation patterns between MS patients and healthy controls.

Main Methods:

  • Twenty-five MS participants and nineteen healthy controls completed a paired-associate word learning task with extrinsic or intrinsic feedback.
  • Brain activity was assessed using ALFF, a measure of low-frequency BOLD signal fluctuations during resting state.

Main Results:

  • MS participants displayed greater activation in the right thalamus compared to controls.
  • In MS patients, ALFF positively correlated with extrinsic feedback in the left inferior frontal gyrus and intrinsic feedback in the left superior temporal gyrus.
  • Healthy participants showed a positive correlation between ALFF and extrinsic feedback in the right fusiform gyrus.

Conclusions:

  • MS patients do not exhibit impairments in feedback learning compared to healthy individuals.
  • ALFF differences in MS may indicate maladaptive thalamic activation and adaptive frontal/temporal activation.
  • ALFF is a viable tool for detecting pathophysiological changes in brain activation related to learning in MS.