Dynamics of brain activation during learning of syllable-symbol paired associations

TLDR: The results show that the short-term learning effects emerge rapidly (manifesting in later stages of audio-visual integration processes) and that these effects are modulated by selective attention processes.

About: This article is published in Neuropsychologia.The article was published on 2019-06-01 and is currently open access. It has received 4 citations till now. The article focuses on the topics: Brain activity and meditation & Passive learning.

Figures

Figure 4. Stimuli in the EEG experiment. Category 1 and 2 items were used as learnable and non-learnable stimulation, counterbalanced across participants.

Figure 11. ERP waveforms (N=17) to the audio-visual stimuli presented consistently with the same speech sound and symbol (blue line, learnable c tegory) or inconsistently with the speech-symbol pairs (red line, non-learnable cat gory). Each block represents consecutive 10 minute exposures to the stimulation. The grey box represents the approximate time window for the difference between the stimulus categories given by the cluster-based permutation statistics (the number ref s to the cluster number). Vertical marks represent 2 µV, horizontal marks 100 ms, negativity is plotted up.

Figure 5. Behavioral effects (N=10). Accuracy (left) and reaction times in milliseconds (right) for the 1st, 2nd, 3rd and 4th quarters of the experiment. Black = learnable, grey = non-learnable. Error bars show the standard error of mean.

Figure 8. Activated cortical areas (N=13). Grand aver ge source activity (wMNE) during the training at 610 ms after visual symbol onset. Each quarter corresponds to 10 minute block of training.

Figure 15. Difference topography (N=17) between the responses to the learnable and non-learnable categories at 205 ms during the second 5 minutes of exposure to the audiovisual stimulation. The rectangles show the EEG channels forming the cluster, and the red circle highlights the cluster location.

Figure 10. Cortical learning effects (N=13). Source str ngth values and the significance levels of the post hoc paired t-tests for each quarter of the training for the cortical areas showing training effects in the ANOVA. Note that hemispheres were combined for the temporo-occipital and caudal middle frontal cortices b cause no hemispheric interaction was found in the ANOVA. Error bars show the standard er or of mean. + p<0.10, * p<0.05, ** p<0.010

Frequently asked questions

Q1. What are the contributions mentioned in the paper "Dynamics of brain activation during learning of syllable-symbol paired associations" ?

In this paper, the authors examined the long-term effects of audio-visual learning using transcranial direct current stimulation.