High-definition transcranial direct current stimulation of the left middle temporal complex does not affect visual motion perception learning

No Object-Location Memory Improvement through Focal Transcranial Direct Current Stimulation over the Right Temporoparietal Cortex

Remembering objects and their associated location (object-location memory; OLM), is a fundamental cognitive function, mediated by cortical and subcortical brain regions. Previously, the combination of OLM training and transcranial direct current stimulation (tDCS) suggested beneficial effects, but the evidence remains heterogeneous. Here, we applied focal tDCS over the right temporoparietal cortex in 52 participants during a two-day OLM training, with anodal tDCS (2 mA, 20 min) or sham (40 s) on the first day. The focal stimulation did not enhance OLM performance on either training day (stimulation effect: -0.09, 95%CI: [-0.19; 0.02], p = 0.08). Higher electric field magnitudes in the target region were not associated with individual performance benefits. Participants with content-related learning strategies showed slightly superior performance compared to participants with position-related strategies. Additionally, training gains were associated with individual verbal learning skills. Consequently, the lack of behavioral benefits through focal tDCS might be due to the involvement of different cognitive processes and brain regions, reflected by participant's learning strategies. Future studies should evaluate whether other brain regions or memory-relevant networks may be involved in the modulation of object-location associations, investigating other target regions, and further exploring individualized stimulation parameters.

Enhancing visual perceptual learning using transcranial electrical stimulation: Transcranial alternating current stimulation outperforms both transcranial direct current and random noise stimulation

Diverse strategies can be employed to enhance visual skills, including visual perceptual learning (VPL) and transcranial electrical stimulation (tES). Combining VPL and tES is a popular method that holds promise for producing significant improvements in visual acuity within a short time frame. However, there is still a lack of comprehensive evaluation regarding the effects of combining different types of tES and VPL on enhancing visual function, especially with a larger sample size. In the present study, we recruited four groups of subjects (26 subjects each) to learn an orientation discrimination task with five daily training sessions. During training, the occipital region of each subject was stimulated by one type of tES-anodal transcranial direct current stimulation (tDCS), alternating current stimulation (tACS) at 10 Hz, high-frequency random noise stimulation (tRNS), and sham tACS-while the subject performed the training task. We found that, compared with the sham stimulation, both the high-frequency tRNS and the 10-Hz tACS facilitated VPL efficiently in terms of learning rate and performance improvement, but there was little modulatory effect in the anodal tDCS condition. Remarkably, the 10-Hz tACS condition exhibited superior modulatory effects compared with the tRNS condition, demonstrating the strongest modulation among the most commonly used tES types for further enhancing vision when combined with VPL. Our results suggest that alpha oscillations play a vital role in VPL. Our study provides a practical guide for vision rehabilitation.

Dissociable effects of transcranial direct current stimulation (tDCS) on early and later stages of visual motion perceptual learning

Transcranial direct current stimulation (tDCS) has the potential to benefit visual perceptual learning (VPL). However, previous studies investigated the effect of tDCS on VPL within early sessions, and the influence of tDCS on learning effects at later stages (plateau level) is unclear. Here, participants completed 9 days of training on coherent motion direction identification to reach a plateau (stage 1) and then continued training for 3 days (stage 2). The coherent thresholds were measured before training, after stage 1 and after stage 2. In the first group, anodal tDCS was applied when participants trained over a period of 12 days (stage 1+ stage 2). In the second group, participants completed a 9-day training period without any stimulation to reach a plateau (stage 1); after that, participants completed a 3-day training period while anodal tDCS was administered (stage 2). The third group was treated the same as the second group except that anodal tDCS was replaced by sham tDCS. The results showed that anodal tDCS did not improve posttest performance after the plateau was reached. The comparison of learning curves between the first and third groups showed that anodal tDCS decreased the threshold at the early stage, but it did not improve the plateau level. For the second and third groups, anodal tDCS did not further enhance the plateau level after a continued 3-day training period. These results suggest that anodal tDCS boosts VLP during the early period of training sessions, but it fails to facilitate later learning effects. This study contributed to a deep understanding of the dissociable tDCS effects at distinct temporal stages, which may be due to the dynamic change in brain regions during the time course of VPL.