THE INTERPLAY BETWEEN DOMAIN-GENERAL AND DOMAIN-SPECIFIC MECHANISMS DURING THE TIME-COURSE OF VERBAL ASSOCIATIVE LEARNING: AN EVENT-RELATED POTENTIAL STUDY

Neus Ramos-Escobar, Matti Laine, Mariana Sanseverino-Dillenburg, David Cucurell, Clément François, Antoni Rodriguez-Fornells

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Humans continuously learn new information. Here, we examined the temporal brain dynamics of explicit verbal associative learning between unfamiliar items. In the first experiment, 25 adults learned object-pseudoword associations during a 5-day training program allowing us to track the N400 dynamics across learning blocks within and across days. Successful learning was accompanied by an initial frontal N400 that decreased in amplitude across blocks during the first day and shifted to parietal sites during the last training day. In Experiment 2, we replicated our findings with 38 new participants randomly assigned to a consistent learning or an inconsistent learning group. The N400 amplitude modulations that we found, both within and between learning sessions, are taken to reflect the emergence of novel lexical traces even when learning concerns items for which no semantic information is provided. The shift in N400 topography suggests that different N400 neural generators may contribute to specific word learning steps through a balance between domain-general and language-specific mechanisms.

Original languageEnglish
Pages (from-to)118443
JournalNeuroImage
DOIs
Publication statusE-pub ahead of print - 2 Aug 2021
MoE publication typeA1 Journal article-refereed

Fingerprint

Dive into the research topics of 'THE INTERPLAY BETWEEN DOMAIN-GENERAL AND DOMAIN-SPECIFIC MECHANISMS DURING THE TIME-COURSE OF VERBAL ASSOCIATIVE LEARNING: AN EVENT-RELATED POTENTIAL STUDY'. Together they form a unique fingerprint.

Cite this