Enhancement of multitasking performance and neural oscillations by transcranial alternating current stimulation

Hsu, Wan-Yu; Zanto, Theodore P.; Schouwenburg, Martine R. van; Gazzaley, Adam

doi:10.1371/journal.pone.0178579

Cited by 42 publications

(52 citation statements)

References 62 publications

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“…1 mA intensity with ramp-up and ramp-down periods of 30 s. For tACS, an alternating current with no DC offset and with a 1-mA peak-to-peak intensity was delivered at a frequency of 6.5 Hz, corresponding to theta frequency. This frequency was chosen according to recent studies that reported cognitive effects of theta-tACS applied over the DLPFC (Sela et al, 2012;Hsu et al, 2017Hsu et al, , 2019. Sham stimulation was performed with the same electrode montage as for the active tCS, but the current was delivered only during the first 60 s of the 30-min period.…”

Section: Transcranial Direct Current and Alternating Current Stimulatmentioning

confidence: 99%

“…One brain region that is often targeted with tCS in clinical and cognitive studies is the dorsolateral prefrontal cortex (DLPFC). tCS applied over the DLPFC has been shown to modulate symptoms in various psychiatric disorders such as depression (Brunoni et al, 2017;Alexander et al, 2019) and cognitive functions such as memory, attention (Dedoncker et al, 2016;Hill et al, 2016), and higher-order cognitive processes such as multitasking performances (Hsu et al, 2015(Hsu et al, , 2017(Hsu et al, , 2019. More specifically, most of these studies delivered tCS at rest with the anode and cathode electrodes on both DLPFC [e.g., over F3 and F4, respectively, according to the international 10-20 EEG system; (Nasseri et al, 2015)].…”

Section: Introductionmentioning

confidence: 99%

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Effects of Transcranial Stimulation With Direct and Alternating Current on Resting-State Functional Connectivity: An Exploratory Study Simultaneously Combining Stimulation and Multiband Functional Magnetic Resonance Imaging

Mondino

Ghumman

Gane

et al. 2020

Front. Hum. Neurosci.

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Background: Transcranial stimulation with direct (tDCS) and alternating current (tACS) has increasingly gained interest in various fields, from cognitive neuroscience to clinical investigations. Transcranial current stimulation used alone may modulate brain activity that consequently influences behaviors, without providing information on potentially induced brain activity changes. The combination of transcranial current stimulation and functional magnetic resonance imaging (fMRI) may help to address this. This exploratory study investigated instantaneous and subsequent effects of tDCS and tACS on restingstate functional connectivity (rsFC) in healthy adults. Methods: We conducted a randomized crossover study with 15 healthy subjects receiving three stimulation conditions (tDCS, tACS, and sham) on separate days. Stimulation was applied over the left and right dorsolateral prefrontal cortex (DLPFC) for 30 min (1 mA). rsFC of the targeted prefrontal areas was assessed before, during, and after stimulation using multiband fMRI and using left and right DLPFC as seeds. Results: Both tDCS and tACS increased rsFC during and after the stimulation period, as compared to sham. tDCS-induced changes were observed between the left DLPFC and bilateral parietal regions at the junction of the superior parietal and the inferior parietal lobules. tACS-induced changes were observed between the left DLPFC and the right inferior parietal lobule. Conclusion: Overall, these results suggest that a single session with a low dose, 1 mA, of tDCS or tACS can cause changes in fronto-parietal connectivity that occur rapidly, that is,

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Section: Transcranial Direct Current and Alternating Current Stimulatmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Transcranial Stimulation With Direct and Alternating Current on Resting-State Functional Connectivity: An Exploratory Study Simultaneously Combining Stimulation and Multiband Functional Magnetic Resonance Imaging

Mondino

Ghumman

Gane

et al. 2020

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…Numerous studies investigated the after-effects of tACS on perception ( Strüber et al, 2014 ), cognitive functions ( Vosskuhl et al, 2015a ; Chander et al, 2016 ; Kasten and Herrmann, 2017 ), multitasking ( Hsu et al, 2017 ) or motor control and learning ( Pogosyan et al, 2009 ; Pollok et al, 2015 ; Cappon et al, 2016 ; Krause et al, 2016 ; Leunissen et al, 2017 ). Regarding tACS effects on motor learning, studies demonstrated heterogeneous results because of different system parameters, various motor tasks and high variabilities in tACS responders and non-responders.…”

Section: Introductionmentioning

confidence: 99%

Brain Oscillatory and Hemodynamic Activity in a Bimanual Coordination Task Following Transcranial Alternating Current Stimulation (tACS): A Combined EEG-fNIRS Study

Berger

Pixa

Steinberg

et al. 2018

Front. Behav. Neurosci.

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Motor control is associated with synchronized oscillatory activity at alpha (8–12 Hz) and beta (12–30 Hz) frequencies in a cerebello-thalamo-cortical network. Previous studies demonstrated that transcranial alternating current stimulation (tACS) is capable of entraining ongoing oscillatory activity while also modulating motor control. However, the modulatory effects of tACS on both motor control and its underlying electro- and neurophysiological mechanisms remain ambiguous. Thus, the purpose of this study was to contribute to gathering neurophysiological knowledge regarding tACS effects by investigating the after-effects of 10 Hz tACS and 20 Hz tACS at parietal brain areas on bimanual coordination and its concurrent oscillatory and hemodynamic activity. Twenty-four right-handed healthy volunteers (12 females) aged between 18 and 30 (M = 22.35 ± 3.62) participated in the study and performed a coordination task requiring bimanual movements. Concurrent to bimanual motor training, participants received either 10 Hz tACS, 20 Hz tACS or a sham stimulation over the parietal cortex (at P3/P4 electrode positions) for 20 min via small gel electrodes (3,14 cm2 Ag/AgCl, amperage = 1 mA). Before and three time-points after tACS (immediately, 30 min and 1 day), bimanual coordination performance was assessed. Oscillatory activities were measured by electroencephalography (EEG) and hemodynamic changes were examined using functional near-infrared spectroscopy (fNIRS). Improvements of bimanual coordination performance were not differently between groups, thus, no tACS-specific effect on bimanual coordination performance emerged. However, physiological measures during the task revealed significant increases in parietal alpha activity immediately following 10 Hz tACS and 20 Hz tACS which were accompanied by significant decreases of Hboxy concentration in the right hemispheric motor cortex compared to the sham group. Based on the physiological responses, we conclude that tACS applied at parietal brain areas provoked electrophysiological and hemodynamic changes at brain regions of the motor network which are relevant for bimanual motor behavior. The existence of neurophysiological alterations immediately following tACS, especially in the absence of behavioral effects, are elementary for a profound understanding of the mechanisms underlying tACS. The lack of behavioral modifications strengthens the need for further research on tACS effects on neurophysiology and behavior using combined electrophysiological and neuroimaging methods.

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“…Changes to neural oscillations can improve multi-tasking performance (Hsu et al, 2017) Basic Cognitive Science Research that generates causal models to explain a phenomenon of interest (Sussman et al, 2006) Repetition improves performance in visual and cross-modal, but not auditory, recognition tasks (Amir Kassim et al, 2018).…”

Section: Scholarly Teachingmentioning

confidence: 99%

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

Soicher¹,

Becker‐Blease²,

Bostwick³

2019

Preprint

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Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to increase retention rates, to increase measurable learning, and to close achievement gaps between historically disadvantaged and advantaged groups. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational and practice-based research alone have not closed the translation gap between the research lab and the college classroom. Fortunately, we can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research, the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

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Enhancement of multitasking performance and neural oscillations by transcranial alternating current stimulation

Cited by 42 publications

References 62 publications

Effects of Transcranial Stimulation With Direct and Alternating Current on Resting-State Functional Connectivity: An Exploratory Study Simultaneously Combining Stimulation and Multiband Functional Magnetic Resonance Imaging

Effects of Transcranial Stimulation With Direct and Alternating Current on Resting-State Functional Connectivity: An Exploratory Study Simultaneously Combining Stimulation and Multiband Functional Magnetic Resonance Imaging

Brain Oscillatory and Hemodynamic Activity in a Bimanual Coordination Task Following Transcranial Alternating Current Stimulation (tACS): A Combined EEG-fNIRS Study

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

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