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Thesis Sensory Gating, Habituation THESIS SENSORY GATING, HABITUATION, AND ORIENTATION OF P50 AND N100 EVENT-RELATED POTENTIAL (ERP) COMPONENTS IN NEUROLOGICALLY TYPICAL ADULTS AND LINKS TO SENSORY BEHAVIORS Submitted by Catherine L. Greife Department of Occupational Therapy In partial fulfillment of the requirements For the Degree of Master of Science Colorado State University Fort Collins, Colorado Fall 2013 Master’s Committee: Advisor: Patricia Davies Karen Atler William Gavin Ashley Blythe LaGasse Copyright by Catherine L. Greife 2013 All Rights Reserved ABSTRACT SENSORY GATING, HABITUATION, AND ORIENTATION OF P50 AND N100 EVENT- RELATED POTENTIAL (ERP) COMPONENTS IN NEUROLOGICALLY TYPICAL ADULTS AND LINKS TO SENSORY BEHAVIORS This thesis project used a novel electroencephalography (EEG) auditory paradigm, the orientation/habituation paradigm, to understand brain processing in response to multiple auditory stimuli. This paradigm allowed the exploration of several neurological processes within one task: sensory gating, orientation to deviant stimulus, and habituation and dishabituation. Sensory gating has been studied extensively in individuals with neurological disorders (Arnfred & Chen, 2004; Boutros, Belger, Campbell, D'Souza, & Krystal, 1999; Kisley et al., 2003) and there are a few studies that have examined habituation and orientation in individuals with epilepsy or schizophrenia (Rosburg et al., 2004; Rosburg et al., 2006; Viswanathan & Jansen, 2010). The construct of dishabituation, referring to the brain’s processing of standard stimuli after the presentation of a deviant stimulus, has not been studied previously. In addition to exploring these neurological phenomena, this project investigated the relationship between brain processing and scores on sensory behavioral inventories, the Adolescent/Adult Sensory Profile (Brown & Dunn, 2002) and the Sensory Gating Inventory (Hetrick, Erickson, & Smith, 2012). Participants were 38 neurologically typical adults (average age 19.6 ±1.46 years). These adults demonstrated significant sensory gating from stimulus 1 to stimulus 2 at all electrode sites (p < .0005). There was also a significant orientation effect of P50 and N100 to the deviant stimuli. There was no habituation of the P50 ERP component over time and there were mixed ii results regarding whether or not the P50 was dishabituated when a deviant tone was presented. In contrast to the P50, there were significant linear trends found for N100 at four of the five electrode sites, demonstrating habituation. Additionally, when presented with a deviant stimulus in the middle of a series of standard stimuli, N100 was not dishabituated, and in some cases demonstrated significant increase in habituation after the deviant stimulus. These results indicate that there is some sort of cognitive control over the suppression of the N100 amplitude that is not seen for the suppression of P50. Finally, when correlated with sensory behavior tasks, sensory gating of N100 amplitude was significantly associated with Sensation Avoiding on the Adolescent/Adult Sensory Profile (A/ASP) (Brown & Dunn, 2002). Increase in P50 amplitude to the deviant stimulus, reflecting orientation, was significantly negatively correlated with both Over-Inclusion and Fatigue and Stress Vulnerability of the Sensory Gating Inventory (Hetrick, Erickson, & Smith, 2012) and positively with the Sensation Seeking quadrant of the A/ASP. Increase in N100 amplitude to the deviant stimulus, reflecting orientation, was significantly related to the Touch Processing subscale of the A/ASP. iii ACKNOWLEDGEMENTS I would like to thank the members of my thesis committee for their support of my research over the past two years. Thanks to Dr. Patricia Davies, who explained and re-explained the complexities of brain processing and research, who supported and nurtured my curiosity, and who gave much time and energy to this project. I would like to thank Dr. Karen Atler for her insights and thoughtful questioning that helped expand my understanding of the occupational therapy connection to what I was researching and reminded me of the big picture when I worried about minutia. Thanks to Dr. William Gavin who shared his enthusiasm for this research. His explanations of research methods and statistical analysis helped me understand and interpret what I read as well as my own findings. Finally, I’d like to thank Dr. Blythe LaGasse who has been a supportive member of the Brainwaves Research Lab, contributing another perspective to our discussions, and who joined this committee with a special interest in the orientation/habituation paradigm. I am thankful for those outside of my committee who have been important to the completion of this project. Thanks to Dr. Anne Cleary who provided insightful questions during my proposal which guided how I interpreted results of my research. And to the members of the Brainwaves Research Lab, especially Kelly Phares-Zook, who endlessly explored ideas and provided support during this process. Finally, I’d like to thank my family for their endless support for my learning. iv TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iv CHAPTER 1 ....................................................................................................................................1 Benefits of Studying Neurologically Typical Adults .................................................................1 Electroencephalography .............................................................................................................3 Sensory Gating ...........................................................................................................................5 Habituation .................................................................................................................................6 Orientation ..............................................................................................................................10 Brain Regions Associated with Neural Phenomena ................................................................11 Unique Features of the Orientation/Habituation Paradigm .....................................................13 Sensory Inventories ..................................................................................................................14 Adolescent/Adult Sensory Profile......................................................................................14 Sensory Gating Inventory ..................................................................................................16 Conclusion ...............................................................................................................................17 CHAPTER 2 ..................................................................................................................................19 Purpose of this Study ...............................................................................................................24 Research Questions and Hypotheses .......................................................................................24 Sensory Gating ...................................................................................................................24 Habituation .........................................................................................................................25 Orientation .........................................................................................................................25 Methods....................................................................................................................................26 Participants .........................................................................................................................26 Data Collection ..................................................................................................................26 Procedures ....................................................................................................................26 EEG/ERP collection.....................................................................................................26 Orientation/habituation paradigm ..........................................................................27 EEG data reduction ......................................................................................................28 Sensory behavioral tests ...............................................................................................30 Data Analysis .....................................................................................................................30 Dependent measures ....................................................................................................30 Statistical analysis ........................................................................................................31 Results ......................................................................................................................................32 Question 1: Sensory Gating ...............................................................................................33 Question 2: Habituation/Dishabituation ............................................................................34 Question 3: Orientation ......................................................................................................41
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