Acute deafferentation of a limb results in bilateral cortical reorganization, but the behavioral consequences of this phenomenon are unknown. Here we found rapid improvements in tactile spatial acuity and changes in cortical processing for the left hand during cutaneous anesthesia of the right hand. The site-specific improvement in tactile spatial acuity may represent a behavioral compensatory gain.

Short-term deprivation of sensory input by ischaemic nerve block (INB) leads to functional reorganization in the deafferented motor cortex. Here, we show that INB also elicits functional changes in homotopic regions of the cortex contralateral to the deafferented one. We measured motor evoked potential (MEP) amplitudes elicited by transcranial magnetic stimulation (TMS) in small hand and biceps brachii muscles before, during and after INB of the right hand. INB increased excitability of the cortical representation of (i) the intact hand and (ii) body parts proximal to the deafferented hand (upper arm), in the absence of excitability changes in other body part representations such as thorax or leg muscles. This effect persisted throughout the entire period of deafferentation and returned to baseline values afterward. Motor responses to brainstem electrical stimulation remained unchanged during INB, indicating that the effect is probably of cortical origin. Lorazepam, a GABA(A) receptor agonist, blocked this increased excitability. Interhemispheric inhibition between hand muscles decreased during INB. After chronic deafferentation in amputees, MEP amplitudes and motor output curves in small hand muscles were depressed and motor thresholds were elevated compared with aged-matched controls. These results indicate that acute hand deafferentation can elicit a focal increase in excitability in the hand motor representation contralateral to the deafferented cortex that is influenced by transcallosal interactions and GABAergic transmission, and is balanced in the setting of chronic deafferentation.

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There is agreement in the literature that we need to develop more youth leaders. Research has focused on the outcomes of youth leadership programs that typically use adult theories to guide program activities. Little formative work has been done to assess whether adult theories actually map onto youth definitions of leadership. Therefore, a critical first step toward developing more youth leaders is understanding how youth define leadership (Dempster & Lizzio, ). This study sought to understand leadership from a youth perspective. Using qualitative methods, 5 ideas emerged in the youths’ narratives: leadership is available to anyone in any context and involves creating change, collective action, modeling and mentoring, and strong character. This suggests youth share some views with adults but also have unique perspectives. We describe how youth talk about leadership and compare this to adult theories in an effort to advance our understanding of leadership through a youth lens.