Cachal Neuburger

Sagol School of Neuroscience , Tel Aviv University

PI: Sagi Jaffe-Dax

Project description

Regularity learning, a form of statistical learning, is a fundamental cognitive process that allows individuals to detect patterns and regularities in their environment. Emerging early in life, this ability underpins key aspects of human development, particularly language acquisition and cognitive function. Disruptions in regularity learning have been linked to developmental impairments, such as those commonly observed in infants born preterm.

Prediction, a crucial component of regularity learning, has been associated with two distinct neural activation patterns: heightened cortical responses to unpredictable stimuli and increased functional connectivity between frontal and posterior regions when stimuli are predictable. But could there be a causal relationship between these neural patterns? Notably, preterm infants exhibit altered cortical responses to unpredictability alongside reduced long-range neural connectivity. However, establishing causality between these neural markers in infants remains a challenge.

During infancy, the brain undergoes rapid structural and functional changes. Could this heightened plasticity be guided non-invasively through neurofeedback? My research aims to leverage recent advances in functional near-infrared spectroscopy (fNIRS) to extend neurofeedback to this critical developmental stage. This approach will allow us to investigate the causal link between neural activation and connectivity in regularity learning.

Interest in neurofeedback has grown in recent years, both as a research tool and as a clinical intervention. Although fNIRS is widely used in infant neuroimaging, its application in neurofeedback remains largely unexplored. To date, no neurofeedback protocol has been developed specifically for infants. Establishing such a protocol could not only offer new insights into neural mechanisms underlying learning and other developmental phenomena but also pave the way for early, non-invasive interventions. Given the increased plasticity of the infant brain, neurofeedback could provide a novel strategy for addressing neurodevelopmental disorders such as cerebral palsy, ADHD, and autism spectrum disorder (ASD), ultimately enabling individualized brain-based therapies.

About me

I am a PhD student at the Sagol School of Neuroscience, under the supervision of Dr. Sagi Jaffe-Dax. I hold a double-major BA in Psychology and History from the Hebrew University of Jerusalem and an MSc in Psychological Research from the University of Edinburgh, where I investigated the role of goal-setting in adaptive cognitive control engagement across middle childhood, both behaviorally and at the cortical level. In my PhD, I aim to uncover the cortical patterns underlying prediction to gain deeper insight into this fundamental ability and its development.

During my undergraduate studies, I co-founded the Developmental Science in Israel monthly newsletter to strengthen connections among developmental scientists and foster a vibrant research community. Beyond academia, I have worked and volunteered in educational or care settings with individuals and groups from infants to young adults. These experiences have shaped my curiosity about the remarkable learning abilities that emerge early and develop throughout our lives.