Dynamics of brain activation during learning of syllable-symbol paired associations
Hämäläinen, J., Parviainen, T., Hsu, Y.-F., & Salmelin, R. (2019). Dynamics of brain activation during learning of syllable-symbol paired associations. Neuropsychologia, 129, 93-103. https://doi.org/10.1016/j.neuropsychologia.2019.03.016
DisciplinePsykologiaMonitieteinen aivotutkimuskeskusPsychologyCentre for Interdisciplinary Brain Research
© 2019 Elsevier Ltd.
Initial stages of reading acquisition require the learning of letter and speech sound combinations. While the long-term effects of audio-visual learning are rather well studied, relatively little is known about the short-term learning effects at the brain level. Here we examined the cortical dynamics of short-term learning using magnetoencephalography (MEG) and electroencephalography (EEG) in two experiments that respectively addressed active and passive learning of the association between shown symbols and heard syllables. In experiment 1, learning was based on feedback provided after each trial. The learning of the audio-visual associations was contrasted with items for which the feedback was meaningless. In experiment 2, learning was based on statistical learning through passive exposure to audio-visual stimuli that were consistently presented with each other and contrasted with audio-visual stimuli that were randomly paired with each other. After 5–10 min of training and exposure, learning-related changes emerged in neural activation around 200 and 350 ms in the two experiments. The MEG results showed activity changes at 350 ms in caudal middle frontal cortex and posterior superior temporal sulcus, and at 500 ms in temporo-occipital cortex. Changes in brain activity coincided with a decrease in reaction times and an increase in accuracy scores. Changes in EEG activity were observed starting at the auditory P2 response followed by later changes after 300 ms. 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. ...
ISSN Search the Publication Forum0028-3932
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Related funder(s)Academy of Finland; European Commission
Funding program(s)Research profiles, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis work was supported by the Academy of Finland (profiling action ‘MultiLeTe’ grant number #292466; personal grants #255349, #256459, #283071 and #315553 to RS), the European Union H2020 MSCA-ITN-2014-ETN Programme, “Advancing brain research in children's developmental neurocognitive disorders” -project (ChildBrain, grant number 641652), Taiwan Ministry of Science and Technology (grant number MOST105-2410-H-003-145-MY3 and MOST107-2636-H-003-001 to YFH), and Sigrid Jusélius Foundation funding (to RS). The authors declare no competing financial or other interests. ...
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