The roles of EEG oscillations in learning relational information.
Rhythmic brain activity has been implicated in learning and memory. Many models implicate theta oscillations (4-8 Hz) specifically in learning of relational information such as pairings and ordered lists. We tested this hypothesis in humans by recording electroencephalographic activity while participants studied nouns organised into pairs or triples for a later cued recall test. If theta is critical in learning structured information, then the amount of theta activity present during study of pairs and triples should covary with subsequent memory performance (accuracy and response times). Multivariate partial least squares analysis revealed three patterns of oscillatory activity associated with task conditions in different ways: a) Within subjects, successful study of pairs but not triples was associated with elevations in oscillations at multiple frequencies including theta, b) Frontal theta oscillations, in conjunction with beta oscillations, covaried with memory performance across subjects for both pairs and triples and c) Right-lateralized gamma oscillations in conjunction with low-frequency oscillations were associated with faster responding at the expense of accuracy across subjects for both pairs and triples. These findings support models that implicate theta oscillations in learning structured information rather than item information alone but similar to prior reports, suggest that theta oscillations explain individual variability better than trial-to-trial variability in behavior.
Caplan
Jeremy B
JB
Rotman Research Institute-Baycrest, Toronto, ON, Canada M6A 2E1. jcaplan@ualberta.ca
Glaholt
Mackenzie G
MG
D000328:Adult; D001921:Brain / Q000502:physiology; D001931:Brain Mapping; D004569:Electroencephalography; D005260:Female; D007839:Functional Laterality; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D009042:Motivation; D009991:Oscillometry; D011930:Reaction Time; D011932:Reading