A Meta-Analysis Suggests Different Neural Correlates for Implicit and Explicit Learning

An evolutionarily conserved cation channel tunes the sensitivity of gustatory neurons to ephaptic inhibition in Drosophila

In ephaptic coupling, physically adjacent neurons influence one another's activity via the electric fields they generate. To date, the molecular mechanisms that mediate and modulate ephaptic coupling's effects remain poorly understood. Here, we show that the hyperpolarization-activated cyclic nucleotide-gated (HCN) channel lateralizes the potentially mutual ephaptic inhibition between Drosophila gustatory receptor neurons (GRNs). While sweet-sensing GRNs (sGRNs) engage in ephaptic suppression of the adjacent bitter-sensing GRNs (bGRNs), HCN expression in sGRNs enables them to resist ephaptic suppression from the bGRNs. This one-sided ephaptic inhibition confers sweetness dominance, facilitating ingestion of bitter-laced sweets. The role of fly HCN in this process can be replaced by human HCN2. Furthermore, unlike the mechanism in olfaction, gustatory ephaptic inhibition is independent of sensillum potential changes, suggesting that the compartmentalized arrangement of neighboring GRNs is dispensable for gustatory ephaptic inhibition. These findings indicate a role for the gating of ephaptic coding to ensure the intake of the essential nutrient despite bitter contaminants present in the feeding niche of Drosophila, and propose that studies in Drosophila gustation could reveal ephaptic principles conserved across diverse animals.

The integration of self-efficacy and response-efficacy in decision making

The belief that we can exert an influence in our environment is dependent on distinct components of perceived control. Here, we investigate the neural representations that differentially code for self-efficacy (belief in successfully executing a behavior) and response-efficacy (belief that the behavior leads to an expected outcome) and how such signals may be integrated to inform decision-making. Participants provided confidence ratings related to executing a behavior (self-efficacy), and the potential for a rewarding outcome (response-efficacy). Computational modeling was used to measure the subjective weight of self-efficacy and response-efficacy while making decisions and to examine the neural mechanisms of perceived control computation. While participants factored in both self-efficacy and response-efficacy during decision-making, we observed that integration of these two components was dependent on neural responses within the vmPFC, OFC and striatum. Further, the dlPFC was observed to assign importance to self-efficacy and response-efficacy in specific trials, while dACC computed the trade-off between both components, taking into account individual differences. These findings highlight the contributions of perceived control components in decision-making, and identify key neural pathways involved in computing perceived control.

Neuropsychobiology of fear-induced bradycardia in humans: progress and pitfalls

In the last century, the paradigm of fear conditioning has greatly evolved in a variety of scientific fields. The techniques, protocols, and analysis methods now most used have undergone a progressive development, theoretical and technological, improving the quality of scientific productions. Fear-induced bradycardia is among these techniques and represents the temporary deceleration of heart beats in response to negative outcomes. However, it has often been used as a secondary measure to assess defensive responding to threat, along other more popular techniques. In this review, we aim at paving the road for its employment as an additional tool in fear conditioning experiments in humans. After an overview of the studies carried out throughout the last century, we describe more recent evidence up to the most contemporary research insights. Lastly, we provide some guidelines concerning the best practices to adopt in human fear conditioning studies which aim to investigate fear-induced bradycardia.

Evidence for a competitive relationship between executive functions and statistical learning

The ability of the brain to extract patterns from the environment and predict future events, known as statistical learning, has been proposed to interact in a competitive manner with prefrontal lobe-related networks and their characteristic cognitive or executive functions. However, it remains unclear whether these cognitive functions also possess a competitive relationship with implicit statistical learning across individuals and at the level of latent executive function components. In order to address this currently unknown aspect, we investigated, in two independent experiments (NStudy1 = 186, NStudy2 = 157), the relationship between implicit statistical learning, measured by the Alternating Serial Reaction Time task, and executive functions, measured by multiple neuropsychological tests. In both studies, a modest, but consistent negative correlation between implicit statistical learning and most executive function measures was observed. Factor analysis further revealed that a factor representing verbal fluency and complex working memory seemed to drive these negative correlations. Thus, the antagonistic relationship between implicit statistical learning and executive functions might specifically be mediated by the updating component of executive functions or/and long-term memory access.

Noninvasive brain stimulations modulated brain modular interactions to ameliorate working memory in community-dwelling older adults

Non-invasive brain stimulations have drawn attention in remediating memory decline in older adults. However, it remains unclear regarding the cognitive and neural mechanisms underpinning the neurostimulation effects on memory rehabilitation. We evaluated the intervention effects of 2-weeks of neurostimulations (high-definition transcranial direct current stimulation, HD-tDCS, and electroacupuncture, EA versus controls, CN) on brain activities and functional connectivity during a working memory task in normally cognitive older adults (age 60+, n = 60). Results showed that HD-tDCS and EA significantly improved the cognitive performance, potentiated the brain activities of overlapping neural substrates (i.e. hippocampus, dlPFC, and lingual gyrus) associated with explicit and implicit memory, and modulated the nodal topological properties and brain modular interactions manifesting as increased intramodular connection of the limbic-system dominated network, decreased intramodular connection of default-mode-like network, as well as stronger intermodular connection between frontal-dominated network and limbic-system-dominated network. Predictive model further identified the neuro-behavioral association between modular connections and working memory. This preliminary study provides evidence that noninvasive neurostimulations can improve older adults' working memory through potentiating the brain activity of working memory-related areas and mediating the modular interactions of related brain networks. These findings have important implication for remediating older adults' working memory and cognitive declines.

Theta Signal Transfer from Parietal to Prefrontal Cortex Ignites Conscious Awareness of Implicit Knowledge during Sequence Learning

Unconscious acquisition of sequence structure from experienced events can lead to explicit awareness of the pattern through extended practice. Although the implicit-to-explicit transition has been extensively studied in humans using the serial reaction time (SRT) task, the subtle neural activity supporting this transition remains unclear. Here, we investigated whether frequency-specific neural signal transfer contributes to this transition. A total of 208 participants (107 females) learned a sequence pattern through a multisession SRT task, allowing us to observe the transitions. Session-by-session measures of participants' awareness for sequence knowledge were conducted during the SRT task to identify the session when the transition occurred. By analyzing time course RT data using switchpoint modeling, we identified an increase in learning benefit specifically at the transition session. Electroencephalogram (EEG)/magnetoencephalogram (MEG) recordings revealed increased theta power in parietal (precuneus) regions one session before the transition (pretransition) and a prefrontal (superior frontal gyrus; SFG) one at the transition session. Phase transfer entropy (PTE) analysis confirmed that directional theta transfer from precuneus → SFG occurred at the pretransition session and its strength positively predicted learning improvement at the subsequent transition session. Furthermore, repetitive transcranial magnetic stimulation (TMS) modulated precuneus theta power and altered transfer strength from precuneus to SFG, resulting in changes in both transition rate and learning benefit at that specific point of transition. Our brain-stimulation evidence supports a role for parietal → prefrontal theta signal transfer in igniting conscious awareness of implicitly acquired knowledge.SIGNIFICANCE STATEMENT There exists a pervasive phenomenon wherein individuals unconsciously acquire sequence patterns from their environment, gradually becoming aware of the underlying regularities through repeated practice. While previous studies have established the robustness of this implicit-to-explicit transition in humans, the refined neural mechanisms facilitating conscious access to implicit knowledge remain poorly understood. Here, we demonstrate that prefrontal activity, known to be crucial for conscious awareness, is triggered by neural signal transfer originating from the posterior brain region, specifically the precuneus. By employing brain stimulation techniques, we establish a causal link between neural signal transfer and the occurrence of awareness. Our findings unveil a mechanism by which implicit knowledge becomes consciously accessible in human cognition.

Fiat Lux: Light and Pedagogy for the 21st Century

Background

The relationship between the quality of the learning environment and student outcomes is receiving more serious attention from educational psychologists, neurologists, ophthalmologists, orthopedists, surgeons, oncologists, architects, ergonomists, nutritionists, and Michelin star chefs. There is a role for ergonomic office and school design to positively impact worker and student productivity, and one design attribute drawing attention is the indoor lit environment. In this review, we expand upon the role that light plays in education, as it has enabled millions of pupils to read at late hours, which were previously too dark. However, still unappreciated is the biological effects of artificial light on circadian rhythm and its subsequent impacts on health and learning outcomes.

Summary

This review describes the current state of light in the educational environment, its impact, and the effect of certain inexpensive and easy-to-implement adaptations to better support student growth, learning and development. We find that the current lighting environment for pupils is sub-optima based on biological mechanism and may be improved through cost effective interventions. These interventions can achieve greater biological harmonization and improve learner outcomes.

Key Message

The impact of the lighting environment in educational institutions on pupil biology has received minimal attention thus far. The current lighting environment in schools is not conducive to student health and educational performance. Cost-effective approaches can have an outsized impact on student health and educational attainment. We strongly recommend educational institutions take the lit environment into account when designing educational programs.

Brain development: Viewing the world through infants' eyes

Categories help us make sense of sensory input. A new study has directly compared category-related brain signals between human infants and adults, discovering delayed and temporally highly compressed processing in infants.

The relationship between meat disgust and meat avoidance-A chicken-and-egg problem

Feelings of disgust toward meat have been researched for at least 30 years, but so far the causal relationship that may link meat disgust and meat consumption has remained elusive. Two possible pathways have been proposed in previous literature: the more common pathway seems to be that meat disgust is developed after a transition to vegetarianism, potentially via the process of moralization and recruitment of (moral) disgust. Other accounts suggest the existence of a second pathway in which disgust initiates the avoidance of meat and this can be explained by existing theories of disgust functioning as a pathogen avoidance mechanism and meat serving as a pathogen cue. However, the evidence base for either relationship remains thin and to our knowledge no research has examined whether temporary meat abstention can lead to increases in meat disgust, as the first pathway suggests. We measured meat disgust and meat intake in n = 40 meat eaters before and after attempting a meat-free diet for 1 month (while taking part in the annual vegan campaign Veganuary). Although most participants lapsed to eating meat during this period, we found that reductions in meat intake during the month were predictive of increases in meat disgust afterwards. This supports the view that meat disgust is expressed as a result of meat avoidance in meat eaters. Implications for theoretical understanding of the relationship between meat disgust and meat avoidance, as well as the development of disgust based interventions are discussed.

Characterization of electrocorticographic, electromyographic and electrocardiographic recordings after the use of caffeine in Wistar rats

Objective:

To describe electrocorticographic, electromyographic and electrocardiographic profiles to report the electrophysiological effects of caffeine in Wistar rats.

Methods:

Male adult Wistar rats weighing 230g to 250g were used. Rats were allocated to one of two groups, as follows: Group 1, Control, intraperitoneal injection of 0.9% saline solution (n=27); and Group 2, treated with intraperitoneal injection of caffeine (50mg/kg; n=27). The rats were submitted to electrocorticographic, electromyographic and electrocardiographic assessment.

Results:

Brain oscillations (delta, theta, alpha, beta and gamma) in the frequency range up to 40Hz varied after caffeine administration to rats. Powers in delta and theta oscillations ranges were preponderant. The contractile force of the skeletal striated and cardiac muscles increased. Electrocardiogram analysis revealed shorter RR, QRS and QT intervals under the effect of caffeine.

Conclusion:

In the central nervous system, there was an increase in the delta, theta and alpha amplitude spectrum, which are related to memory encoding and enhanced learning. With regard to skeletal muscle, increased contraction of the gastrocnemius muscle was demonstrated, a clear indication of how caffeine can be used to enhance performance of some physical activities. Electrocardiographic changes observed after caffeine administration are primarily related to increased heart rate and energy consumption.

Acting in Temporal Contexts: On the Behavioral and Neurophysiological Consequences of Feedback Delays

Feedback on success or failure is critical to increase rewards through behavioral adaptation or learning of dependencies from trial and error. Learning from reward feedback is thereby treated as embedded in a reinforcement learning framework. Due to temporal discounting of reward, learning in this framework is suspected to be vulnerable to feedback delay. Together, investigations of reinforcement learning in learned decision making tasks show that performance and learning impairments due to feedback delay vary as a function of task type. Performance in tasks that require implicit processing is affected by the delayed availability of feedback compared to tasks that can be accomplished with explicit processing. At the same time, the feedback related negativity, an event related potential component in the electroencephalogram that is associated with feedback processing, is affected by feedback delay similarly independent of task type. With the idea of fully implicit or explicit processing as opposite endpoints of a continuum of reciprocal shares of the implicit and explicit processing systems with feedback delay as the determinant of where on this continuum processing can be located, a common explanatory approach of both, behavioral and electrophysiological findings, is suggested.

Neurons in the Nonhuman Primate Amygdala and Dorsal Anterior Cingulate Cortex Signal Aversive Memory Formation under Sedation

BACKGROUND

Anesthetics aim to prevent memory of unpleasant experiences. The amygdala and dorsal anterior cingulate cortex participate in forging emotional and valence-driven memory formation. It was hypothesized that this circuitry maintains its role under sedation.

METHODS

Two nonhuman primates underwent aversive tone-odor conditioning under sedative states induced by ketamine or midazolam (1 to 8 and 0.1 to 0.8 mg/kg, respectively). The primary outcome was behavioral and neural evidence suggesting memory formation. This study simultaneously measured conditioned inspiratory changes and changes in firing rate of single neurons in the amygdala and the dorsal anterior cingulate cortex in response to an expected aversive olfactory stimulus appearing during acquisition and tested their retention after recovery.

RESULTS

Aversive memory formation occurred in 26 of 59 sessions under anesthetics (16 of 29 and 10 of 30, 5 of 30 and 21 of 29 for midazolam and ketamine at low and high doses, respectively). Single-neuron responses in the amygdala and dorsal anterior cingulate cortex were positively correlated between acquisition and retention (amygdala, n = 101, r = 0.51, P < 0.001; dorsal anterior cingulate cortex, n = 121, r = 0.32, P < 0.001). Neural responses during acquisition under anesthetics were stronger in sessions exhibiting memory formation than those that did not (amygdala median response ratio, 0.52 versus 0.33, n = 101, P = 0.021; dorsal anterior cingulate cortex median response ratio, 0.48 versus 0.32, n = 121, P = 0.012). The change in firing rate of amygdala neurons during acquisition was correlated with the size of stimuli-conditioned inspiratory response during retention (n = 101, r = 0.22 P = 0.026). Thus, amygdala and dorsal anterior cingulate cortex responses during acquisition under anesthetics predicted retention. Respiratory unconditioned responses to the aversive odor anesthetics did not differ from saline controls.

CONCLUSIONS

These results suggest that the amygdala-dorsal anterior cingulate cortex circuit maintains its role in acquisition and maintenance of aversive memories in nonhuman primates under sedation with ketamine and midazolam and that the stimulus valence is sufficient to drive memory formation.

EDITOR’S PERSPECTIVE

Learning in Infancy Is Active, Endogenously Motivated, and Depends on the Prefrontal Cortices

A common view of learning in infancy emphasizes the role of incidental sensory experiences from which increasingly abstract statistical regularities are extracted. In this view, infant brains initially support basic sensory and motor functions, followed by maturation of higher-level association cortex. Here, we critique this view and posit that, by contrast and more like adults, infants are active, endogenously motivated learners who structure their own learning through flexible selection of attentional targets and active interventions on their environment. We further argue that the infant brain, and particularly the prefrontal cortex (PFC), is well equipped to support these learning behaviors. We review recent progress in characterizing the function of the infant PFC, which suggests that, as in adults, the PFC is functionally specialized and highly connected. Together, we present an integrative account of infant minds and brains, in which the infant PFC represents multiple intrinsic motivations, which are leveraged for active learning.

Single-trial cross-area neural population dynamics during long-term skill learning

Mammalian cortex has both local and cross-area connections, suggesting vital roles for both local and cross-area neural population dynamics in cortically-dependent tasks, like movement learning. Prior studies of movement learning have focused on how single-area population dynamics change during short-term adaptation. It is unclear how cross-area dynamics contribute to movement learning, particularly long-term learning and skill acquisition. Using simultaneous recordings of rodent motor (M1) and premotor (M2) cortex and computational methods, we show how cross-area activity patterns evolve during reach-to-grasp learning in rats. The emergence of reach-related modulation in cross-area activity correlates with skill acquisition, and single-trial modulation in cross-area activity predicts reaction time and reach duration. Local M2 neural activity precedes local M1 activity, supporting top-down hierarchy between the regions. M2 inactivation preferentially affects cross-area dynamics and behavior, with minimal disruption of local M1 dynamics. Together, these results indicate that cross-area population dynamics are necessary for learned motor skills.

The Effects of Instruction Manipulation on Motor Performance Following Action Observation

The effects of action observation (AO) on motor performance can be modulated by instruction. The effects of two top-down aspects of the instruction on motor performance have not been fully resolved: those related to attention to the observed task and the incorporation of motor imagery (MI) during AO. In addition, the immediate vs. 24-h retention test effects of those instruction’s aspects are yet to be elucidated. Forty-eight healthy subjects were randomly instructed to: (1) observe reaching movement (RM) sequences toward five lighted units with the intention of reproducing the same sequence as fast and as accurate as possible (Intentional + Attentional group; AO+At); (2) observe the RMs sequence with the intention of reproducing the same sequence as fast and as accurate as possible and simultaneously to the observation to imagine performing the RMs (Intentional + attentional + MI group; AO+At+MI); and (3) observe the RMs sequence (Passive AO group). Subjects’ performance was tested before and immediately after the AO and retested after 24 h. During each of the pretest, posttest, and retest, the subject performed RMs toward the units that were activated in the same order as the observed sequence. Occasionally, the sequence order was changed by beginning the sequence with a different activated unit. The outcome measures were: averaged response time of the RMs during the sequences, difference between the response time of the unexpected and expected RMs and percent of failures to reach the target within 1 s. The averaged response time and the difference between the response time of the unexpected and expected RMs were improved in all groups at posttest compared to pretest, regardless of instruction. Averaged response time was improved in the retest compared to the posttest only in the Passive AO group. The percent of failures across groups was higher in pretest compared to retest. Our findings suggest that manipulating top-down aspects of instruction by adding attention and MI to AO in an RM sequence task does not improve subsequent performance more than passive observation. Off-line learning of the sequence in the retention test was improved in comparison to posttest following passive observation only.

Closed-Loop Theta Stimulation in the Orbitofrontal Cortex Prevents Reward-Based Learning

Neuronal oscillations in the frontal cortex have been hypothesized to play a role in the organization of high-level cognition. Within the orbitofrontal cortex (OFC), there is a prominent oscillation in the theta frequency (4-8 Hz) during reward-guided behavior, but it is unclear whether this oscillation has causal significance. One methodological challenge is that it is difficult to manipulate theta without affecting other neural signals, such as single-neuron firing rates. A potential solution is to use closed-loop control to record theta in real time and use this signal to control the application of electrical microstimulation to the OFC. Using this method, we show that theta oscillations in the OFC are critically important for reward-guided learning and that they are driven by theta oscillations in the hippocampus (HPC). The ability to disrupt OFC computations via spatially localized and temporally precise stimulation could lead to novel treatment strategies for neuropsychiatric disorders involving OFC dysfunction.

Domain-Specific Working Memory, But Not Dopamine-Related Genetic Variability, Shapes Reward-Based Motor Learning

The addition of rewarding feedback to motor learning tasks has been shown to increase the retention of learning, spurring interest in its possible utility for rehabilitation. However, motor tasks using rewarding feedback have repeatedly been shown to lead to great interindividual variability in performance. Understanding the causes of such variability is vital for maximizing the potential benefits of reward-based motor learning. Thus, using a large human cohort of both sexes (n = 241), we examined whether spatial (SWM), verbal, and mental rotation (RWM) working memory capacity and dopamine-related genetic profiles were associated with performance in two reward-based motor tasks. The first task assessed the participant's ability to follow a slowly shifting reward region based on hit/miss (binary) feedback. The second task investigated the participant's capacity to preserve performance with binary feedback after adapting to the rotation with full visual feedback. Our results demonstrate that higher SWM is associated with greater success and an enhanced capacity to reproduce a successful motor action, measured as change in reach angle following reward. In contrast, higher RWM was predictive of an increased propensity to express an explicit strategy when required to make large reach angle adjustments. Therefore, SWM and RWM were reliable, but dissociable, predictors of success during reward-based motor learning. Change in reach direction following failure was also a strong predictor of success rate, although we observed no consistent relationship with working memory. Surprisingly, no dopamine-related genotypes predicted performance. Therefore, working memory capacity plays a pivotal role in determining individual ability in reward-based motor learning.SIGNIFICANCE STATEMENT Reward-based motor learning tasks have repeatedly been shown to lead to idiosyncratic behaviors that cause varying degrees of task success. Yet, the factors determining an individual's capacity to use reward-based feedback are unclear. Here, we assessed a wide range of possible candidate predictors, and demonstrate that domain-specific working memory plays an essential role in determining individual capacity to use reward-based feedback. Surprisingly, genetic variations in dopamine availability were not found to play a role. This is in stark contrast with seminal work in the reinforcement and decision-making literature, which show strong and replicated effects of the same dopaminergic genes in decision-making. Therefore, our results provide novel insights into reward-based motor learning, highlighting a key role for domain-specific working memory capacity.

Competitive and cooperative interactions between medial temporal and striatal learning systems

The striatum and medial temporal lobes (MTL) exhibit dissociable roles during learning. Whereas the striatum and its network of thalamic relays and cortical nodes are necessary for nondeclarative learning, the MTL and associated network are required for declarative learning. Several studies have suggested that these networks are functionally competitive during learning. Since these discoveries, however, evidence has accumulated that they can operate in a cooperative fashion. In this review, we discuss evidence for both competition and cooperation between these systems during learning, with the aim of reconciling these seemingly contradictory findings. Examples of cooperation between the striatum and MTL have been provided, especially during consolidation and generalization of knowledge, and do not appear to be precluded by differences in functional specialization. However, whether these systems cooperate or compete does seem to depend on the phase of learning and cognitive or motor aspects of the task. The involvement of other regions, such as midbrain dopaminergic nuclei and the prefrontal cortex, may promote and mediate cooperation between the striatum and the MTL during learning. Building on this body of research, we propose a model for striatum-MTL interactions in learning and memory and attempt to predict, in general terms, when cooperation or competition will occur.

Modulation of local field potentials and neuronal activity in primate hippocampus during saccades

Primates use saccades to gather information about objects and their relative spatial arrangement, a process essential for visual perception and memory. It has been proposed that signals linked to saccades reset the phase of local field potential (LFP) oscillations in the hippocampus, providing a temporal window for visual signals to activate neurons in this region and influence memory formation. We investigated this issue by measuring hippocampal LFPs and spikes in two macaques performing different tasks with unconstrained eye movements. We found that LFP phase clustering (PC) in the alpha/beta (8-16 Hz) frequencies followed foveation onsets, while PC in frequencies lower than 8 Hz followed spontaneous saccades, even on a homogeneous background. Saccades to a solid grey background were not followed by increases in local neuronal firing, whereas saccades toward appearing visual stimuli were. Finally, saccade parameters correlated with LFPs phase and amplitude: saccade direction correlated with delta (≤4 Hz) phase, and saccade amplitude with theta (4-8 Hz) power. Our results suggest that signals linked to saccades reach the hippocampus, producing synchronization of delta/theta LFPs without a general activation of local neurons. Moreover, some visual inputs co-occurring with saccades produce LFP synchronization in the alpha/beta bands and elevated neuronal firing. Our findings support the hypothesis that saccade-related signals enact sensory input-dependent plasticity and therefore memory formation in the primate hippocampus.

Neural signatures of reward and sensory error feedback processing in motor learning

At least two distinct processes have been identified by which motor commands are adapted according to movement-related feedback: reward-based learning and sensory error-based learning. In sensory error-based learning, mappings between sensory targets and motor commands are recalibrated according to sensory error feedback. In reward-based learning, motor commands are associated with subjective value, such that successful actions are reinforced. We designed two tasks to isolate reward- and sensory error-based motor adaptation, and we used electroencephalography in humans to identify and dissociate the neural correlates of reward and sensory error feedback processing. We designed a visuomotor rotation task to isolate sensory error-based learning that was induced by altered visual feedback of hand position. In a reward learning task, we isolated reward-based learning induced by binary reward feedback that was decoupled from the visual target. A fronto-central event-related potential called the feedback-related negativity (FRN) was elicited specifically by binary reward feedback but not sensory error feedback. A more posterior component called the P300 was evoked by feedback in both tasks. In the visuomotor rotation task, P300 amplitude was increased by sensory error induced by perturbed visual feedback and was correlated with learning rate. In the reward learning task, P300 amplitude was increased by reward relative to nonreward and by surprise regardless of feedback valence. We propose that during motor adaptation the FRN specifically reflects a reward-based learning signal whereas the P300 reflects feedback processing that is related to adaptation more generally. NEW & NOTEWORTHY We studied the event-related potentials evoked by feedback stimuli during motor adaptation tasks that isolate reward- and sensory error-based learning mechanisms. We found that the feedback-related negativity was specifically elicited by binary reward feedback, whereas the P300 was observed in both tasks. These results reveal neural processes associated with different learning mechanisms and elucidate which classes of errors, from a computational standpoint, elicit the feedback-related negativity and P300.

Neural oscillations during conditional associative learning

Associative learning requires mapping between complex stimuli and behavioural responses. When multiple stimuli are involved, conditional associative learning is a gradual process with learning based on trial and error. It is established that a distributed network of regions track associative learning, however the role of neural oscillations in human learning remains less clear. Here we used scalp EEG to test how neural oscillations change during learning of arbitrary visuo-motor associations. Participants learned to associative 48 different abstract shapes to one of four button responses through trial and error over repetitions of the shapes. To quantify how well the associations were learned for each trial, we used a state-space computational model of learning that provided a probability of each trial being correct given past performance for that stimulus, that we take as a measure of the strength of the association. We used linear modelling to relate single-trial neural oscillations to single-trial measures of association strength. We found frontal midline theta oscillations during the delay period tracked learning, where theta activity was strongest during the early stages of learning and declined as the associations were formed. Further, posterior alpha and low-beta oscillations in the cue period showed strong desynchronised activity early in learning, while stronger alpha activity during the delay period was seen as associations became well learned. Moreover, the magnitude of these effects during early learning, before the associations were learned, related to improvements in memory seen on the next presentation of the stimulus. The current study provides clear evidence that frontal theta and posterior alpha/beta oscillations play a key role during associative memory formation.

Contribution of explicit processes to reinforcement-based motor learning

Despite increasing interest in the role of reward in motor learning, the underlying mechanisms remain ill defined. In particular, the contribution of explicit processes to reward-based motor learning is unclear. To address this, we examined subjects' ( n = 30) ability to learn to compensate for a gradually introduced 25° visuomotor rotation with only reward-based feedback (binary success/failure). Only two-thirds of subjects ( n = 20) were successful at the maximum angle. The remaining subjects initially followed the rotation but after a variable number of trials began to reach at an insufficiently large angle and subsequently returned to near-baseline performance ( n = 10). Furthermore, those who were successful accomplished this via a large explicit component, evidenced by a reduction in reach angle when they were asked to remove any strategy they employed. However, both groups displayed a small degree of remaining retention even after the removal of this explicit component. All subjects made greater and more variable changes in reach angle after incorrect (unrewarded) trials. However, subjects who failed to learn showed decreased sensitivity to errors, even in the initial period in which they followed the rotation, a pattern previously found in parkinsonian patients. In a second experiment, the addition of a secondary mental rotation task completely abolished learning ( n = 10), while a control group replicated the results of the first experiment ( n = 10). These results emphasize a pivotal role of explicit processes during reinforcement-based motor learning, and the susceptibility of this form of learning to disruption has important implications for its potential therapeutic benefits. NEW & NOTEWORTHY We demonstrate that learning a visuomotor rotation with only reward-based feedback is principally accomplished via the development of a large explicit component. Furthermore, this form of learning is susceptible to disruption with a secondary task. The results suggest that future experiments utilizing reward-based feedback should aim to dissect the roles of implicit and explicit reinforcement learning systems. Therapeutic motor learning approaches based on reward should be aware of the sensitivity to disruption.

Implicit and Explicit Learning Mechanisms Meet in Monkey Prefrontal Cortex

In this issue, Loonis et al. (2017) provide the first description of unique synchrony patterns differentiating implicit and explicit forms of learning in monkey prefrontal networks. Their results have broad implications for how prefrontal networks integrate the two learning mechanisms to control behavior.